Peningkatan kinerja guru dalam pembelajaran di kelas melalui supervisi edukatif Kolaboratif secara periodik MIS Lawe kongker Tahun pelajaran 2019/2020

2020 ◽  
Vol 1 (3) ◽  
pp. 316-324
Author(s):  
Syukrani Kadir
Keyword(s):  
Student Learning ◽  
Performance Improvement ◽  
Teacher Performance ◽  
Learning Cycle ◽  
Learning Achievement ◽  
Educational Supervision ◽  
Average Action ◽  
Learning Plans

periodically in preparing learning plans, implementing learning, assessing learning achievement, carrying out follow-up assessments of student learning achievement that can improve teacher performance. This performance improvement is through periodic collaborative educational supervision. Based on the results of educational supervision in cycle I and cycle II, teacher performance increased, namely in cycle I, teacher performance in preparing learning plans in cycle I reached 71.98%, while cycle II was 92.44%. Teacher performance in implementing learning cycle I reached 72.44% while cycle II reached 93.81%. Teacher performance in assessing learning achievement in cycle Im reached 81.30% while cycle II was 90.56%. Teacher performance in carrying out follow-up assessments of student learning achievement in the first cycle reached 59.76% while the second cycle was 83.00%. Thus, the average action cycle II was above 75.00%. Based on the results of this study, it can be concluded that the teacher's performance has increased in preparing learning plans, implementing learning, assessing learning achievement, carrying out follow-up assessments of student learning achievement.

scholarly journals PEMANFAATAN SUPERVISI EDUKATIF KOLABORATIF SECARA PERIODIK SEBAGAI UPAYA PENINGKATAN KINERJA GURU DALAM PEMBELAJARAN DI KELAS SMP NEGERI 3 IBUN

2021 ◽  
Vol 6 (2) ◽  
pp. 140-147
Author(s):  
Ida Juariyah ◽  
Keyword(s):  
Data Analysis ◽  
Data Collection ◽  
Performance Improvement ◽  
Teacher Performance ◽  
Collection Method ◽  
Learning Achievement ◽  
Educational Supervision ◽  
Collection Data ◽  
Learning Plans

The Purpose of the study is describing the steps of collaborative educative supervision periodically in preparing learning plans, implementing, assessing learning achievement, carrying out follow-up on student learning achievements that can improve teacher performance. This research was carried out at SMP Negeri 3 Ibun, Bandung Regency, starting from supervision on March 7th. until September 2018 This performance improvement is carried out through periodic collaborative educational supervision. The data collection method in this study consisted of four main activities, namely initial data collection, data analysis results at the end of each cycle, as well as other responses from teachers to the implementation of collaborative educational supervision. Based on the results of these studies, it can be concluded that teacher performance increases in preparing lesson plans, implementing learning, assessing learning achievement, carrying out follow-up assessments of student achievement.

scholarly journals PENINGKATAN KINERJA GURU MELALUI SUPERVISI EDUKATIF SEMESTER I SD NEGERI DOMBO 1 KECAMATAN SAYUNG KABUPATEN DEMAK TAHUN PELAJARAN 2021/2022

2021 ◽  
Vol 1 (3) ◽  
pp. 216-231
Author(s):  
REJO REJO
Keyword(s):  
Student Achievement ◽  
Action Research ◽  
Research Design ◽  
Teacher Performance ◽  
Action Plan ◽  
Lesson Plans ◽  
Learning Achievement ◽  
Educational Supervision ◽  
Data Collection Instrument

This study aims to 1) Improve Teacher Performance at SD Negeri Dombo 1 through educational supervision. 2) Describe the steps of collaborative educational supervisionperiodically in preparing learning implementation plans, implementing learning, assessing learning achievement, carrying out follow-up assessments of student achievement that can improve teacher performance. This performance improvement is carried out through periodic collaborative educational supervision.This action research was conducted on 16 teachers of SD Negeri Dombo 1, Sayung District, Demak Regency. The action research was carried out from September 2021 to November 2021. The research design used is an action research design (reserch) whose flow is: making an action plan, implementing the action, and reflecting on the implementation of the action. The results of these reflections are used as guidelines for making decisions to continue or stop the research. The research was carried out in a spiral in cycles until the second cycle. The research data are in the form of observation notes, field notes, planning documentation and supervision results. The main data collection instrument is the researcher, while the supporting instruments are observation and documentation guidelines. Data analysis was carried out using qualitative and quantitative techniques.The results showed that the teacher's performance increased after the action in the form of direct educative supervision was carried out from cycle I to cycle II. These improvements include improvements in preparing lesson plans, implementing learning, assessing learning achievement, carrying out follow-up assessments of student achievement Based on the results of educative supervision in cycle I and cycle II, teacher performance increased, namely in cycle I, teacher performance in preparing learning plans for cycle I reached 76%, while in cycle II it was 91%. The teacher's performance in implementing the learning cycle I reached 71% while the second cycle reached 89%. Teacher performance in assessing learning achievement in the first cycle reached 70% while the second cycle was 90%. Teacher performance in carrying out follow-up assessments of student achievement in the first cycle reached 54% while the second cycle was 84%. Thus, the average cycle II action was already above 75%. Based on the results of the action research, it can be concluded that the teacher's performance increases in preparing lesson plans, implementing learning, assessing learning achievement, carrying out follow-up assessments of student achievement. For this reason, researchers suggest that schools carry out educational supervision. ABSTRAKPenelitian ini bertujuan ingin Meningkatakan Kinerja Guru SD Negei Dombo 1 melalui supervisi edukatif. Mendeskripsikan langkah-langkah supervisi edukatif kolaboratif secara periodik dalam menyusun Rencana Pelaksanaan pembelajaran, melaksanakan pembelajaran, menilai prestasi belajar, melaksanakan tindak lanjut penilaian prestasi belajar siswa yang dapat meningkatkan kinerja guru. Peningkatan kinerja ini melalui supervisi edukatif kolaboratif secara periodik. Penelitian tindakan Sekolah ini dilakukan terhadap guru SD Negeri Dombo 1, Kecamatan Sayung Kabupaten Demak yang berjumlah 16 orang. Penelitian tindakan dilaksanakan mulai bulan September 2021 sampai dengan November 2021. Rancangan penelitian yang digunakan adalah rancangan penelitian tindakan (reserch) yang alurnya: membuat rencana tindakan, melaksankan tindakan, dan refleksi pelaksanaan tindakan. Hasil refleksi tersebut digunakan sebagai pedoman untuk pengambilan keputusan melanjutkan atau menghentikan penelitian. Penelitian dilakukan secara spiral dalam siklus-siklus sampai siklus kedua. Data penelitian berupa catatan hasil pengamatan, catatan lapangan, dokumentasi perencanaan dan hasil supervisi. Instrumen pengumpul data utama adalah peneliti, sedangkan instrument penunjangnya adalah pedoman observasi, dokumentasi. Analisis data dilakukan dengan teknik kualitatif dan kuantitatif. Hasil penelitian menunjukkan bahwa kinerja guru meningkat setelah dilakukan tindakan yang berupa supervisi edukatif secara langsung dari siklus I ke siklus II. Peningkatan tersebut meliputi peningkatan dalam menyusun rencana pembelajaran, melaksanakan pembelajaran, menilai prestasi belajar, melaksanakan tindak lanjut penilaian prestasi belajar siswa. Berdasarkan hasil penelitian tindakan tersebut dapat disimpulkan bahwa kinerja guru meningkat dalam menyusun rencana pembelajaran, melaksanakan pembelajaran, menilai prestasi belajar, melaksanakan tindak lanjut penilaian prestasi belajar siswa. Untuk itu, peneliti menyarankan agar di sekolah-sekolah melaksanakan supervisi edukatif.

scholarly journals Influence of Teacher Performance on Learning Achievement in Public Secondary Schools in Kisii County, Kenya

2018 ◽  
Vol 10 (2) ◽  
pp. 21
Author(s):  
Gilbert Morara Nyakundi
Keyword(s):  
Secondary Schools ◽  
Student Learning ◽  
Performance Management ◽  
Performance Appraisal ◽  
Quantitative Research ◽  
Teacher Performance ◽  
Student Feedback ◽  
Analysis Model ◽  
Learning Achievement ◽  
The Relationship

AbstractExtant literature suggests that regular appraisal of teachers lead to progress in student learning achievement. However, the influence of teacher performance on achievement is not well documented hence the need for this study whose objectives were to (1) determine the relationship between teacher appraisal ratings and student learning achievement, (2) establish the relationship between student feedback ratings and learning achievement and (3) determine the influence of teacher performance on student learning achievement. Based on Locke’s goal-setting and Vrooms’ expectancy theories this study adopted explanatory sequential mixed methods design with population of 50,379 comprising 333 principals, 3,426 teachers and 46,620 students and a stratified sample of 397. Questionnaire reliability was .779 and .783 for teachers and students respectively. Quantitative research findings for the first and second objectives yielded Pearson’s Correlation Coefficient r (27) = -.008, p=.484 (performance appraisal ratings) and r (27) = -.085, p=.331 (student feedback ratings) showing that appraisal ratings and student feedback ratings were not significantly related to learning achievement since p-values obtained were more than the critical alpha (α) set at .05 level of significance. For the third objective, the regression analysis model constructed to test the influence of teacher performance on learning achievement yielded Persons’ R=.085 indicating a weak positive relationship between the two variables. The R-Squared (R²) computed yielded a value of .007, suggesting that teacher performance explained .7% of student learning achievement. Qualitative findings confirmed that performance appraisal contributed minimally to student achievement due to weaknesses of the appraisal policy, low teacher motivation, student characteristics, principal’s characteristics and home background factors. It is thus recommended that Teachers Service Commission should consider expanding performance appraisal for teachers in secondary schools. In addition, all stakeholders should participate in capacity building programmes to strengthen the performance management process. Finally, further research to develop a performance management model for schools is essential.

scholarly journals PENERAPAN MODEL LEARNING CYCLE KARPLUS UNTUK MENINGKATKAN PROBLEM SOLVING SKILLS DAN HASIL BELAJAR IPA KELAS V SD NEGERI 2 PADOKAN

2020 ◽  
Vol 6 (2) ◽  
Author(s):  
Muhamad Wahyu Adinugroho ◽  
Sigit Sujatmika ◽  
Shanta Rezkita
Keyword(s):  
Problem Solving ◽  
Student Learning ◽  
Descriptive Analysis ◽  
Learning Cycle ◽  
Test Results ◽  
Cycle Model ◽  
Model Learning ◽  
Learning Achievement ◽  
Problem Solving Skills ◽  
Analysis Techniques

This study aims to improve problem-solving skills and learning achievement by applying the Karplus Learning Cycle Model on students of class VC of SD N 2 Padokan Bantul, totaling 20 students. This research was a classroom action research and was carried out in two cycles.  Data collection techniques were test and non-test. Students’ problem-solving skills data were collected using pretest and posttest as well as observation sheets, while science learning achievement of students was taken using pretest and posttest. The data were analyzed using descriptive analysis techniques. The results showed that problem-solving skills and learning achievements of the students in class VC SD N 2 Padokan can be improved through learning with the Karplus Learning Cycle Model. Each stage of the Karplus Learning Cycle Model can improve aspects of problem-solving skills and student learning achievement. The Exploration stage increases the aspect of understanding the problem. The Explanation phase enhances the aspects of planning a solution. The concept application stage improves aspects of solving problems and evaluating problem-solving. Improved problem-solving skills are proven through test results, where the average N gain of class in the first cycle was 0.37 with the moderate category, up to 0.70 with the high category in the second cycle.  This is also strengthened from the results of observations, where the average scores of the class increase from the first cycle of 67.61% with a pretty good category to 91.66% with a very good category in the second cycle.  The increase in student learning achievements is evidenced through the results of the test, where an increase in the number of students who reached KKM 75 from the first cycle as much as 90% to 100% in the second cycle.

scholarly journals PENGARUH KOMPETENSI GURU TERHADAP KINERJA GURU DAN PRESTASI BELAJAR SISWA DI KOTA MAKASSAR

2020 ◽  
Vol 4 (1) ◽  
pp. 1
Author(s):  
Afiah Mukhtar ◽  
Luqman MD
Keyword(s):  
High School ◽  
Student Achievement ◽  
High School Students ◽  
Student Learning ◽  
Structural Equation ◽  
Teacher Performance ◽  
Equation Modeling ◽  
School Students ◽  
Learning Achievement ◽  
Achievement Data

This research is to study the competencies of teachers and student achievement. Data sources used in this study are primary and secondary data, with PNS teacher participants in the Makassar City Education and Culture Office, as for the sample of 183 teacher respondents. Analysis of the data used in this study is Structural Equation Modeling (SEM). Based on the research results obtained positive and significant competence on the performance of high school teachers in Makassar City, while the evaluation of competencies on student achievement has positive and not significant results on the learning achievement of high school students in Makassar City. Intervening variable test results obtained positive and significant assessment competence on student achievement in high school in Makassar through teacher performance, direct competency complaints against student learning achievement when teacher performance is significant on student learning achievement.

scholarly journals Peningkatan Kinerja Guru melalui Supervisi Edukatif Kolaboratif secara Periodik

Al Adzka ◽  
2018 ◽  
Vol 8 (1) ◽  
pp. 45
Author(s):  
Muhammad Noor
Keyword(s):  
Data Collection ◽  
Monitoring And Evaluation ◽  
Teacher Behavior ◽  
Educational Models ◽  
Learning Achievement ◽  
Peer Supervision ◽  
Reflection Data ◽  
Assessment Of Student Learning ◽  
Learning Plans

The purpose of this study was to describe the steps of collaborative educative supervision periodically in preparing learning plans, implementing learning, assessing learning achievement, carrying out follow-up on student achievement learning. This research was carried out at MI Missbahussalam Sungai Punggu Lama Subdistrict Anjir Muara there was the 2017/2018 school year. This research is an action research and carried out two cycles with the stages of action preparation, action implementation, monitoring and evaluation, and reflection. Data collection techniques in this study consisted of four main activities, namely the initial data collection, data analysis results at the end of each cycle, and other responses from the teacher on the implementation of collaborative supervision of educational models. The data has been collected and then analyzed by using qualitative and quantitative analysis. Qualitative analysis is used to explain changes in teacher behavior in learning and supervisor behavior in implementing teacher supervision. The results showed that with peer supervision and collaborative educative can improve teacher performance in preparing learning plans, implementing learning, assessing learning achievement and follow-up on the results of assessment of student learning achievement.

scholarly journals UPAYA PENINGKATAN KINERJA GURU MATA PELAJARAN DI KELAS MELALUI IMPLEMENTASI SUPERVISI EKSTERNAL DI SMK NEGERI 5 MEDAN

2020 ◽  
Vol 7 (2) ◽  
pp. 191
Author(s):  
Edison .
Keyword(s):  
Teacher Performance ◽  
Lesson Plan ◽  
Lesson Plans ◽  
Learning Activities ◽  
Learning Assessment ◽  
Enrichment Programs ◽  
Follow Up Study ◽  
Educational Supervision ◽  
Evaluation Of Learning

Abstrak: Penelitian bertujuan untuk meningkatkan kinerja guru mata pelajaran dalam kegiatan pembelajaran di Kelas, menjelaskan langkah-langkah supervisi edukatif eksternal secara periodik dalam menyusun rencana pembelajaran, menjelaskan langkah-langkah supervisi edukatif eksternal secara periodik dalam  pelaksanaan pembelajaran, menjelaskan langkah-langkah supervisi edukatif eksternal secara periodik dalam melaksaksanakan evaluasi  pembelajaran, menjelaskan langkah-langkah supervisi edukatif eksternal secara periodik dalam melaksanakan tindaklanjut pembelajaran (program remedial dan pengayaan). Hasil penelitian menunjukkan bahwa: kinerja  guru meningkat setelah dilakukan supervisi eksternal dalam menyusun rencana, melaksanakan pembelajaran, penilaian dan tindak lanjut pada siklus pertama dan kedua. Berdasarkan hasil Penelititan  kinerja guru meningkat pada; menyusun rencana pembelajaran pada siklus I  64%   naik  pada siklus II  menjadi 94 %; melaksanakan pembelajaran pada siklus I   61% naik  pada siklus II menjadi 88 %; menilai prestasi Belajar pada siklus 81 % naik  pada siklus II menjadi 97 %; melakukan tindak lanjut pada siklus I  49 %  naik pada siklus II  menjadi 78 %. Kata Kunci: implementasi supervisi eksternal, dinas pendidikan, meningkatkan  kinerja guru Abstract: The research aims to improve the performance of subject teachers in learning activities in class, explaining the steps supervision educative external periodic basis in preparing lesson plans, explain the steps supervision educative external periodically in the implementation of learning, explains the steps supervision educative external periodically in melaksaksanakan evaluation of learning, explains the steps periodic external educational supervision in carrying out a follow-up study (remedial and enrichment programs). The results showed that: the performance of teachers increased after external supervision in planning, implementing learning, assessment and follow-up on the first and second cycles. Based on the results Penelititan teacher performance increase on; prepare a lesson plan on the first cycle 64% rise in the second cycle to 94%; implementing learning in the first cycle 61% rise in the second cycle to 88%; Learning to assess achievement in cycle 81% rise in the second cycle to 97%; to follow up on the first cycle 49% rise in the second cycle to 78%.

scholarly journals PENINGKATAN KINERJA GURU MATA PELAJARAN MELALUI IMPLEMENTASI SUPERVISI EKSTERNAL DINAS PENDIDIKAN DI SMKS NUR AZIZI TANJUNG MORAWA

2020 ◽  
Vol 7 (2) ◽  
pp. 180
Author(s):  
Jhon Defri
Keyword(s):  
Teacher Performance ◽  
Lesson Plan ◽  
Department Of Education ◽  
Learning Activities ◽  
Learning Assessment ◽  
Enrichment Programs ◽  
Follow Up Study ◽  
Educational Supervision ◽  
Evaluation Of Learning

Abstrak: Penelitian bertujuan untuk meningkatkan kinerja guru mata pelajaran dalam kegiatan pembelajaran di Kelas, menjelaskan langkah-langkah supervisi edukatif eksternal secara periodik dalam menyusun rencana pembelajaran, menjelaskan langkah-langkah supervisi edukatif eksternal secara periodik dalam  pelaksanaan pembelajaran, menjelaskan langkah-langkah supervisi edukatif eksternal secara periodik dalam melaksaksanakan evaluasi  pembelajaran, menjelaskan langkah-langkah supervisi edukatif eksternal secara periodik dalam melaksanakan tindaklanjut pembelajaran (program remedial dan pengayaan). Hasil penelitian menunjukkan bahwa: kinerja  guru meningkat setelah dilakukan supervisi eksternal dalam menyusun rencana, melaksanakan pembelajaran, penilaian dan tindak lanjut pada siklus pertama dan kedua. Berdasarkan hasil Penelititan  kinerja guru meningkat pada; menyusun rencana pembelajaran pada siklus I  64%   naik  pada siklus II  menjadi 94 %; melaksanakan pembelajaran pada siklus I   61% naik  pada siklus II menjadi 88 %; menilai prestasi Belajar pada siklus 81 % naik  pada siklus II menjadi 97 %; melakukan tindak lanjut pada siklus I  49 %  naik pada siklus II  menjadi 78 %. Kata Kunci: implementasi supervisi eksternal, dinas pendidikan, meningkatkan  kinerja guru Abstract: The research aims to improve the performance of subject teachers in learning activities in class, explaining the steps supervision educative external periodic basis in preparing lesson plans, explain the steps supervision educative external periodically in the implementation of learning, explains the steps supervision educative external periodically in melaksaksanakan evaluation of learning, explains the steps periodic external educational supervision in carrying out a follow-up study (remedial and enrichment programs). The results showed that: the performance of teachers increased after external supervision in planning, implementing learning, assessment and follow-up on the first and second cycles. Based on the results Penelititan teacher performance increase on; prepare a lesson plan on the first cycle 64% rise in the second cycle to 94%; implementing learning in the first cycle 61% rise in the second cycle to 88%; Learning to assess achievement in cycle 81% rise in the second cycle to 97%; to follow up on the first cycle 49% rise in the second cycle to 78%. Keywords: implementation of external supervisors, department of education, improving teacher performance

UPAYA MENINGKATKAN PRESTASI BELAJAR PKn MELALUI MODEL PEMBELAJARAN KOOPERATIF TIPE TWO STAY TWO STRAY PADA SISWA KELAS IV SD NEGERI 007 PUSARAN

2017 ◽  
Vol 1 (2) ◽  
pp. 264
Author(s):  
Sofian Sofian
Keyword(s):  
Cooperative Learning ◽  
Student Learning ◽  
Positive Impact ◽  
Fourth Grade ◽  
Learning Model ◽  
Learning Activity ◽  
Learning Method ◽  
Learning Achievement ◽  
Model Type ◽  
Fourth Grade Students

This research is motivated by low student learning activity on Civics lesson. In order to increase studentlearning activities need a model that is cooperative learning model type two stay two stray in fourth gradestudents SD Negeri 007 Pusaran. It aims to know the improvement of learning achievement of Civics after theimplementation of learning model of cooperative learning type TSTS in fourth grade students of SD Negeri 007Pusaran, knowing the influence of learning motivation of Civics after the implementation of learning withcooperative learning model type TSTS in fourth grade students of SD Negeri 007 Pusaran; provides an overviewof appropriate learning methods in an effort to improve student learning achievement and make students becomeactive in teaching and learning activities. This research was conducted in September of odd semester 2016/2017with object of 24 students. The results concluded that: (1) cooperative learning method type TSTS can improvethe quality of learning Civics; (2) cooperative learning method of TSTS type has positive impact in improvingstudents 'learning achievement which is marked by the improvement of students' learning mastery in every cycle,that is cycle I (54.17%), cycle II (91.67%); 3) TSTS type cooperative learning method can make students feelthemselves getting attention and opportunity to express opinions, ideas, ideas, and questions; 4) students canwork independently or in groups, and be able to account for individual or group tasks; and 5) the application ofcooperative learning method type TSTS have positive influence, that is can improve student's learningmotivation.

ADAPTASI MODEL PEMBELAJARAN MAKE A MATCH DENGAN TALKING STICK UNTUK MENINGKATKAN HASIL BELAJAR IPS SISWA KELAS VIII SMP NEGERI 15 DUMAI

2019 ◽  
Vol 3 (2) ◽  
pp. 248
Author(s):  
Nursian Nursian
Keyword(s):  
Social Sciences ◽  
Student Learning ◽  
Action Observation ◽  
Learning Model ◽  
Research Subjects ◽  
Learning Achievement ◽  
Mastery Level ◽  
Class Viii ◽  
Improve Student Learning ◽  
Planning Action

This study aims to improve their learning achievement after using the adaptation of the learning model to make a match and talking stick in a Social Sciences subject at SMP Negeri 15 Dumai. This research is collaborative classroom action research with stages of planning, action, observation, and reflection. This research was conducted at SMP Negeri 15 Dumai with research subjects of class VIII students with a total of 26 students. The results showed that the adaptation of the learning model make a match and talking stick was able to increase the average student learning, indicated by the fact that in the first cycle the implementation of learning reached 78.08 and in Cycle II it was achieved. 87.31 increase student learning activeness, indicated by the fact that in Cycle I 60.23%, and in cycle II 94.32% and improve student learning achievement, indicated by the fact that in the pre-cycle the percentage of students who attained mastery level was 34, 62% (9 students) and students who did not reach the mastery level were 65.38% (17 students); in the first cycle the percentage of students who reached the mastery level was 73.08% (19 students) and students who did not reach the mastery level were 26.92% (7 students); in Cycle II the percentage of students who reached the mastery level was 88.46% (23 students) and students who did not reach the mastery level were 11.54% (3 students). Based on the results of the study, it can be concluded that the adaptation of the learning model make a match and talking stick is able to improve the learning achievement of social subjects in class VIII students at SMP Negeri 15 Dumai.

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