scholarly journals proses dan teknik supervisi pendidikan

2019 ◽  
Author(s):  
yola pramika
Keyword(s):  
Implementation Process ◽  
School Principal ◽  
Educational Management ◽  
National Education ◽  
Individual Supervision ◽  
Supervision Process ◽  
Expert Team ◽  
Three Stages ◽  
Management Expert

Abstract — The supervision process is a series of activities carried out when conducting supervision. According to the Educational Management Expert Team (2004: 53) in general the supervision implementation process is carried out through three stages, namely planning, implementation and evaluation. Regulation of the Minister of National Education number 41 of 2007 regulates supervision learning process that includes monitoring and supervision. Based on these regulations the follow-up activities of academic supervision can be done by the school principal by providing examples, discussion, training, and consultation. The principal can choose the alternative follow-up activities mentioned above according to the analysis of the results of the academic supervision of the components mentioned above. Educational supervision can be carried out with individual supervision techniques and group supervision techniques. In the current situation, not all supervision techniques that are described below can be implemented by supervisors, but as material readings need to be offered as rasep can be chosen by each supervisor to be used in accordance with the existing circumstances. Keywords— (sepurvisi process, supervision technique)

scholarly journals supervisi pendidikan

2019 ◽  
Author(s):  
Mita sofia
Keyword(s):  
Implementation Process ◽  
School Principal ◽  
Educational Management ◽  
National Education ◽  
Individual Supervision ◽  
Supervision Process ◽  
Expert Team ◽  
Three Stages ◽  
Management Expert

Abstract — The supervision process is a series of activities carried out when conducting supervision. According to the Educational Management Expert Team (2004: 53) in general the supervision implementation process is carried out through three stages, namely planning, implementation and evaluation. Regulation of the Minister of National Education number 41 of 2007 regulates supervision learning process that includes monitoring and supervision. Based on these regulations the follow-up activities of academic supervision can be done by the school principal by providing examples, discussion, training, and consultation. The principal can choose the alternative follow-up activities mentioned above according to the analysis of the results of the academic supervision of the components mentioned above.Educational supervision can be carried out with individual supervision techniques and group supervision techniques. In the current situation, not all supervision techniques that are described below can be implemented by supervisors, but as material readings need to be offered as rasep can be chosen by each supervisor to be used in accordance with the existing circumstances.

scholarly journals proses dan teknik supervisi pendidikan

2019 ◽  
Author(s):  
fitri handayani
Keyword(s):  
Implementation Process ◽  
School Principal ◽  
Educational Management ◽  
National Education ◽  
Individual Supervision ◽  
Supervision Process ◽  
Expert Team ◽  
Three Stages ◽  
Management Expert

Abstract — The supervision process is a series of activities carried out when conducting supervision. According to the Educational Management Expert Team (2004: 53) in general the supervision implementation process is carried out through three stages, namely planning, implementation and evaluation. Regulation of the Minister of National Education number 41 of 2007 regulates supervision learning process that includes monitoring and supervision. Based on these regulations the follow-up activities of academic supervision can be done by the school principal by providing examples, discussion, training, and consultation. The principal can choose the alternative follow-up activities mentioned above according to the analysis of the results of the academic supervision of the components mentioned above.Educational supervision can be carried out with individual supervision techniques and group supervision techniques. In the current situation, not all supervision techniques that are described below can be implemented by supervisors, but as material readings need to be offered as rasep can be chosen by each supervisor to be used in accordance with the existing circumstances.

scholarly journals proses dan teknik supervisi pendidikan

2019 ◽  
Author(s):  
anisa putri utama
Keyword(s):  
Implementation Process ◽  
School Principal ◽  
Educational Management ◽  
National Education ◽  
Individual Supervision ◽  
Supervision Process ◽  
Expert Team ◽  
Three Stages ◽  
Management Expert

Abstract — The supervision process is a series of activities carried out when conducting supervision. According to the Educational Management Expert Team (2004: 53) in general the supervision implementation process is carried out through three stages, namely planning, implementation and evaluation. Regulation of the Minister of National Education number 41 of 2007 regulates supervision learning process that includes monitoring and supervision. Based on these regulations the follow-up activities of academic supervision can be done by the school principal by providing examples, discussion, training, and consultation. The principal can choose the alternative follow-up activities mentioned above according to the analysis of the results of the academic supervision of the components mentioned above.Educational supervision can be carried out with individual supervision techniques and group supervision techniques. In the current situation, not all supervision techniques that are described below can be implemented by supervisors, but as material readings need to be offered as rasep can be chosen by each supervisor to be used in accordance with the existing circumstances.

artikel 12 proses dan teknik supervisi penidikan

2020 ◽  
Author(s):  
syafriati
Keyword(s):  
Learning Process ◽  
Implementation Process ◽  
School Principal ◽  
Educational Management ◽  
National Education ◽  
Supervision Process ◽  
Expert Team ◽  
Three Stages ◽  
Management Expert

The supervision process is a series of activities carried out when conducting supervision. According to the Educational Management Expert Team (2004: 53) in general the supervision implementation process is carried out through three stages, namely planning, implementation and evaluation. Regulation of the Minister of National Education number 41 of 2007 regulates supervision learning process that includes monitoring and supervision. Based on these regulations the follow-up activities of academic supervision can be done by the school principal by providing examples, discussion, training, and consultation. The principal can choose the alternative follow-up activities mentioned above according to the analysis of the results of the academic supervision of the components mentioned above.

scholarly journals PROSES DAN TEKNIK SUPERVISI

2020 ◽  
Author(s):  
Jesy Agustin ◽  
Hade Afriansyah
Keyword(s):  
School Principal ◽  
Educational Management ◽  
National Education ◽  
Individual Supervision ◽  
Reading Material ◽  
Supervision Process ◽  
Expert Team ◽  
Three Stages ◽  
Management Expert

Abstract--The supervision process is a series of activities carried out when conducting supervision. According to the Educational Management Expert Team (2004: 53) in general the process of supervision is carried out through three stages of planning, implementation and evaluation. Regulation of the Minister of National Education number 41 of 2007 regulates the supervision of the learning process includes monitoring and supervision. Based on these regulations the follow-up activities of academic supervision can be done by the school principal by providing examples, discussion, training, and consultation. Principals can choose alternative follow-up activities above in accordance with the analysis of the results of academic supervision of the components mentioned above. Educational supervision can be carried out with individual supervision techniques and group supervision techniques (Group Techniques) In the current situation, not all supervision techniques outlined below can be implemented by the supervisor, but as reading material, it is necessary to offer a rasep that can be chosen by each supervisor to be used in accordance with the situation and conditions

scholarly journals Qualification and Competence of Headmaster as A Supervisor According to Regulation of The Minister of National Education Number 13 of 2007 to Face Industry 4.0

2019 ◽  
Vol 3 ◽  
pp. 348-360
Author(s):  
Astuti Istikaroh
Keyword(s):  
Performance Evaluation ◽  
Learning Process ◽  
Industry 4.0 ◽  
School Principal ◽  
Social Competencies ◽  
National Education ◽  
Advantages And Disadvantages

The principal is the key person in achieving the school's vision, mission and goals. Based on Minister of National Education Regulation Number 13 of 2007 concerning Standards for Principals / Madrasas that the qualifications of principals / madrasas consist of general qualifications and special qualifications. In addition to having to meet the qualifications, a school principal must fulfill personal, managerial, entrepreneurial, supervision and social competencies. Supervision competence is the competence of principals who need to get serious attention including, 1) Planning academic supervision programs, 2) Carrying out academic supervision of teachers by using appropriate supervision approaches and techniques, 3) Following up on academic supervision results. The principal must prepare an academic supervision plan starting from the academic supervision schedule, the techniques to be used in academic supervision and the instruments that will be used in implementing academic supervision. The implementation of supervision can be in the form of performance evaluation by checking various administrative features that have been prepared by the teachers and conducting class visits to observe the course of the learning process. Follow-up results of the implementation of academic supervision carried out by the principal are done through the delivery of the results of the implementation of supervision both related to the advantages and disadvantages.

scholarly journals Implementasi Metode Montessori Pada Pembelajaran Kurikulum 2013 di Kelas 3 SD Holistik Islam Terpadu Awliya

2021 ◽  
Vol 2 (1) ◽  
pp. 19
Author(s):  
Yuriska Dewi Suwarno Putri
Keyword(s):  
Implementation Process ◽  
Learning Objectives ◽  
School Age Children ◽  
School Age ◽  
National Education ◽  
Learning Evaluation ◽  
Montessori Method ◽  
Competency Based ◽  
Data Validity

The 2013 curriculum is a follow-up to the competency-based curriculum (KBK) that was tested in 2004. The 2013 curriculum is competency-based focuses on acquiring certain competencies by students. Therefore, the 2013 curriculum includes a number of competencies, and a set of learning objectives that are stated in such a way that their achievement can be observed in the form of behavior or skills of students as a criterion for success. To determine the success of the implementation of the Montessori method in the 2013 curriculum learning process, it can be viewed from the learning planning, learning implementation, and learning evaluation. This research uses qualitative research with data collection techniques using observation, interviews, and documentation which is tested by data validity test. The results showed that the implementation of the Montessori method carried out at the Awliya Integrated Islamic Holistic Elementary School, especially in achieving the values ​​of the National education goals for students, has been implemented properly and is in accordance with the Montessori principles in the implementation process and is also in accordance with the development of school age children. When viewed from the principles in the 2013 Curriculum, the Montessori method is considered to have fulfilled all the principles of the 2013 Curriculum Abstrak Kurikulum 2013 merupakan tindak lanjut dari kurikulum berbasis kompetensi (KBK) yang pernah diujicobakan pada tahun 2004. Kurikulum 2013 berbasis kompetensi memfokuskan pada pemerolehan kompetensi-kompetensi tertentu oleh peserta didik. Oleh karena itu, kurikulum 2013 mencakup sejumlah kompetensi, dan seperangkat tujuan pembelajaran yang dinyatakan sedemikian rupa, sehingga pencapaiannya dapat diamati dalam bentuk perilaku atau keterampilan peserta didik sebagai suatu kriteria keberhasilan. Untuk mengetahui keberhasilan dari implementasi metode Montessori dalam proses pembelajaran kurikulum 2013 dapat ditinjau dari perencanaan pembelajaran, pelaksanaan pembelajaran, serta evaluasi pembelajaran. Penelitian ini menggunakan jenis penelitian kualitatif dengan teknik pengumpulan datanya menggunakan observasi, wawancara, dan dokumentasi yang diuji dengan uji keabsahan data. Hasil penelitian menunjukkan bahwa bahwa implementasi metode Montessori yang dilaksanakan di SD Holistik Islam Terpadu Awliya khususnya dalam pencapaian nilai-nilai tujuan pendidikan Nasional pada peserta didik sudah diterapkan dengan baik dan sesuai dengan prinsip-prinsip Montessori dalam proses pelaksanaannya dan juga sesuai dengan perkembangan anak usia sekolah. Jika dilihat dari prinsip yang ada pada Kurikulum 2013, metode Montessori dirasa sudah memenuhi semua prinsip-prinsip Kurikulum 2013.  

scholarly journals Kepemimpinan Kepala Sekolah dalam Implementasi Manajemen Berbasis Sekolah di SMA Al-Masthuriyah

2020 ◽  
Vol 2 (1) ◽  
pp. 92-110
Author(s):  
Andrianto
Keyword(s):  
High School ◽  
Implementation Process ◽  
School Principal ◽  
Successful Implementation ◽  
Learning Tools ◽  
National Education ◽  
School Based ◽  
Community Initiative ◽  
School Based Management

One of the educational problems that our nation is currently facing is the issue of the quality of education. Various attempts have been made to improve the quality of national education, including through various training and improvement of teacher competencies, procurement of books and learning tools, improvement of educational facilities and infrastructure, and improving the quality of school management. Leadership is one of the factors that determine the successful implementation of SBM. School Based Management gives flexibility to schools to manage their potential by involving all elements of stakeholders to achieve improvements in the quality of the school. Because schools have very broad authority, the presence of a leader figure is very important. An understanding of the nature of leadership. In implementing SBM, School Based Management gives flexibility to schools to manage their potential by involving all elements of stakeholders to achieve improvements in the quality of the school. Because schools have very broad authority, the presence of a leader figure is very important. An understanding of the nature of leadership. In implementing SBM, principals need to have strong, participatory, and democratic abilities. This research uses a qualitative approach in descriptive form. The use of descriptive methods in this study with the aim to describe an activity of implementing the leadership of the school principal in implementing school-based management which first analyzes the implementation process. The implementation of School Based Management (SBM) at Al-Masthuriyah Sukabumi High School is participatory. This management gives authority from the foundation to the school, and then the school delegates to each teacher and employee. All teachers and employees feel involved starting from planning, implementing, and evaluating school programs. The principle of decentralization considers that the problems that arise in schools will be adjusted as well as possible if the solution is left to the party closest to the existence of the problem. In resolving the problem of education in schools, the most knowledgeable about the problem are the residents of the school itself, especially teachers, staff, school principals and parents of students. The application of participatory management improves the quality and education services so that Al-Masthuriyah High School can compete and produce quality graduates both academically and non-academically. SBM will succeed well if school members have the initiative in carrying out their work and the initiative of each individual is appreciated. What happened at Al-Masthuriyah High School was the lack of school community initiative due to lack of ownership of the school.

Teknik supervisi

2020 ◽  
Author(s):  
nurul atika
Keyword(s):  
Educational Administration ◽  
Actual Situation ◽  
Literature Study ◽  
Target Problem ◽  
Education Management ◽  
Processing Data ◽  
Supervision Process ◽  
Three Stages ◽  
Literature Material

Abstrak- In general, this study aims to determine and analyze supervision techniques. This research uses the literature study method by collecting literature (material materials) sourced from books, journals, and other sources related to the science of Educational Administration. The supervision process is a series of activities that are carried out when conducting supervision. According to the Education Management Specialist Team (2004: 53) in general the process of supervision is carried out through three stages: Planning activities. refer to the problem identification activity. The steps carried out in supervision planning are: (1) Collecting data through class visits, personal meetings or staff meetings, (2) Processing data by correcting the truth of the data collected, (3) Classifying data according to problem areas, ( 4) Draw conclusions about the target problem in accordance with the actual situation, (5) Establish appropriate techniques used to improve or enhance the professionalism of Educators. Implementation, implementation activities are real activities carried out to improve or enhance the ability of Educators. Implementation activities are activities providing assistance from supervisors to Educators, so that they can be carried out effectively the implementation must be in accordance with the plan that has been determined and there is a follow up to see the success of the process and the results of the supervision. Evaluation, Evaluation activities are activities to examine the success of the process and the results of the supervision. Evaluation is carried out comprehensively. The aim of the supervision evaluation is for all people involved in the supervision process. The results of the supervision evaluation will be used as a guide.

scholarly journals Supervision of school principal clinicals in junior high school

2021 ◽  
Vol 6 (2) ◽  
pp. 397
Author(s):  
Darmawati Darmawati
Keyword(s):  
Clinical Supervision ◽  
Junior High School ◽  
Implementation Process ◽  
School Principal ◽  
Learning Objectives ◽  
Descriptive Data ◽  
Teacher Skills ◽  
Professional Teacher ◽  
Initial Meeting

This study aims to determine the implementation of head clinical supervision school starts from planning, implementation and follow-up as well the success of the principal's academic supervision in improving competence professional teacher. This research uses a qualitative approach descriptive. Data collection techniques through observation and interviews. The results of the study based on the data obtained indicate that the implementation process of clinical supervision at SMPN 4 Banyuasin III has been going well and has received support from the principal and staff as well as the teachers concerned. In this clinical supervision, each stage carried out is able to provide meaning that can increase the ability of teachers to manage learning. The stages referred to are between the initial meeting, the learning observation stage to the post-feedback stage. Clinical supervision is a solution that is quite effective in improving teacher skills. This, it can be seen from the final results of the study that the teacher is able to master learning with various methods in accordance with the learning objectives.

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