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 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):  
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 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.

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 Pengelolaan Supervisi Akademik Sekolah Dasar Islam Terpadu Ash-Haabul Kahfi Lubuk Alung

2020 ◽  
Vol 7 (1) ◽  
pp. 56-64
Author(s):  
Asnita Putri Dewi
Keyword(s):  
Elementary School ◽  
Learning Process ◽  
Program Design ◽  
School Principals ◽  
School Principal ◽  
Research Approach ◽  
Teacher Skills ◽  
One Year

This study aims to determine how the management of academic supervision at the Ash-Haabul Kahfi Lubuk Alung Integrated Islamic Elementary School in improving teachers competency and professionalism. The research approach was conducted qualitatively with descriptive methods. Data collected through observation, interviews, and documentation. The results of the study are: (1) In conducting academic supervision planning activities, the school principal had implemented it well. The school principal and teachers had compiled a one-year program design through the school meeting forum. (2) In the process of conducting academic supervision, the principal is considered to have no understanding of academic supervision, because it only focuses on teacher administration examination only (3) Follow-up academic supervision has not been maximized run by the principal as a supervisor, because only fostering teachers whose administration are incomplete. The lack of guidance for school principals related to the learning process, teacher skills in teaching, makes teachers not experience a significant increase in terms of competence and profession as a teacher.

scholarly journals Pelaksanaan Evaluasi Formatif Mata Pelajaran Ekonomi Pada Kelas XI di Madrasah Aliyah Al-Badar Kasongan

2015 ◽  
Vol 14 (2) ◽  
Author(s):  
Endang Sri Suyati
Keyword(s):  
Data Analysis ◽  
Data Collection ◽  
Learning Process ◽  
Formative Evaluation ◽  
Implementation Process ◽  
Qualitative Approach ◽  
Test Results ◽  
Study Results ◽  
Evaluation Test

The approach used is a qualitative approach. To obtain the relevant data is used several methods: 1) interview or interviews, 2) observation, and 3) documentation. The implementation process of data analysis in this research since the beginning of data collection and worked intensively after leaving the field. The data were analyzed by the researchers as soon as possible so that the data obtained are not raw or expired. Analysis of the data include: 1) data reduction, 2) display data, and 3) displays a conclusion and verification. The conclusion of this study are: 1) planning is the preparation of teachers of economics before the formative evaluation, which is to create a syllabus and lesson plans, so that the implementation of the formative evaluation can be run properly, 2) the implementation of the formative evaluation of economic subjects held in Madrasah Aliyah Al-Badr was appropriate the planning of the teacher concerned, 3) follow up the results of the formative evaluation, after carrying out formative evaluation test results will be communicated to students that study results can either continue to the next lesson, but for students who study results have not yet reached KKM will take remedial for repairs the results, 4) the obstacles in the learning process faced by teachers is mastery of the material, because the teachers of economics should be ready in the mastery of the material that will be presented to the learner, 5) the efforts of teachers of economics in the implementation of formative evaluation planning with good.

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.

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