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.

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 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 Melalui Supervisi Edukatif Kolaboratif Secara Periodik Di SDN Lamongrejo 4 Ngimbang Lamongan

2019 ◽  
Vol 4 (1) ◽  
pp. 2-8
Author(s):  
Team Editor
Keyword(s):  
Decision Making ◽  
Student Achievement ◽  
Data Collection ◽  
Research Data ◽  
Lesson Plans ◽  
Qualitative And Quantitative ◽  
Data Collection Instrument ◽  
Field Notes ◽  
Improved Performance

Abstract:The aim of this study wanted to describe the steps educative collaborative supervision periodically in preparing lesson plans, implement lessons, assessing student achievement, conduct follow-up assessments student achievement that can improve the performance of teachers. This performance improvement through collaborative educative periodic supervision. This research was conducted on teachers SDN Lamongrejo 4 Ngimbang Lamongan totaling 10 people. The design of the study is that the plot action research design: make a action plain, implementing the action, and reflection activities. The reflection is used as a guide for decision-making to continue or discontinue the study. Research conducted in the spiral cycles to the second cycle. The research data in the form of records of observations, field notes, documentation planning and supervision results. The main data collection instrument was a researcher, while the supporting instruments is the observation, documentation. Data were analyzed by qualitative and quantitative techniques. Based on the results of the action research can be concluded that the improved performance of teachers in preparing lesson plans, implement lessons, assessing student achievement, conduct follow-up assessments of student learning achievement. To that end, the researchers suggested that educative supervision in schools implement collaborative educative periodic supervision

scholarly journals PENINGKATAN KINERJA GURU MELALUI SUPERVISI EDUKATIF KOLABORATIF SECARA PERIODIK DI SMK MUHAMADIYAH 1 BERBEK NGANJUK TAHUN PELAJARAN 2014/2015

2019 ◽  
Vol 3 (1) ◽  
pp. 1-8
Author(s):  
Zainal Aqib
Keyword(s):  
Student Achievement ◽  
Action Research ◽  
Data Collection ◽  
Student Learning ◽  
Performance Improvement ◽  
Research Design ◽  
Research Data ◽  
Lesson Plans ◽  
Qualitative And Quantitative ◽  
Field Notes

The aim of this study wanted to describe the steps educative collaborative supervision periodically in preparing lesson plans, implement lessons, assessing student achievement, conduct follow - up assessments student achievement that can improve the performance of teachers. This performance improvement through collaborative educative periodic supervision. This research was conducted on teachers SMKM 1 Berbek Nganjuk totaling 10 people. Research actions implemented starting in January until March 20 14 . The design of the study is that the plot action research design: make a action plain, implementing the action, and reflection activities. The reflection is used as a guide for decision - making to continue or discontinue the study. Researc h conducted in the spiral cycles to the second cycle. The research data in the form of records of observations, field notes, documentation planning and supervision results. The main data collection instrument was a researcher, while the supporting instrume nts is the observation, documentation. Data were analyzed by qualitative and quantitative techniques. Based on the results of the action research can be concluded that the improved performance of teachers in preparing lesson plans, implement lessons, asses sing student achievement, conduct follow - up assessments of student learning achievement. To that end, the researchers suggested that educative supervision in schools implement collaborative educative periodic supervision.

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.

PELAKSANAAN SUPERVISI AKADEMIK PENGAWAS SEKOLAH DALAM MENINGKATKAN KINERJA GURU SEKOLAH DASAR DI KOTA DUMAI

2019 ◽  
Vol 3 (4) ◽  
pp. 763
Author(s):  
Asniarny Asniarny
Keyword(s):  
Elementary School ◽  
Data Analysis ◽  
Action Research ◽  
Elementary School Teachers ◽  
Research Design ◽  
Teacher Performance ◽  
School Teachers ◽  
Average Percentage ◽  
Planning Implementation ◽  
The City

This research is motivated by poor teacher performance. For this reason the aim of this research is to improve teacher performance by carrying out academic supervision. This study uses a school action research design that has stages of planning, implementation, observation, reflection. This research was conducted at the target schools in Dumai city from March 4 to April 27. The subjects of this study were grade IV elementary school teachers totaling 11 people. Data analysis instruments use observation sheets that are analyzed and described according to the criteria set. The results showed that the teacher's performance in the first cycle had an average percentage of 65% with sufficient criteria, classically the number of teachers who achieved the indicator of success was 3 people (27%). After repairs with academic supervision, the performance of teachers in the second cycle increased with a percentage of 81% with sufficient criteria. Classically the number of teachers who achieved good performance was 9 people (81%). The conclusion of this study is the implementation of academic supervision can improve the performance of elementary school teachers in the city of Dumai.

Metode Examples Non Examples Dalam Meningkatkan Prestasi Belajar Siswa pada Mata Pelajaran PAI Kelas VII SMPIT Al-Fikri Depok  

2021 ◽  
Vol 3 (1) ◽  
pp. 63-77
Author(s):  
Eva Siti Faridah ◽  
Yunita Sari ◽  
Ernawati Ernawati
Keyword(s):  
Student Achievement ◽  
Action Research ◽  
Learning Activities ◽  
Islamic Education ◽  
Learning Methods ◽  
Learning Achievement ◽  
Mastery Criterion ◽  
Method Student ◽  
Classroom Action Research ◽  
Quantitative Calculations

Results of preliminary observations at SMPIF Al-Fikri Depok shows that KKM – Kriteria Ketuntasan Minimum (Minimum Mastery Criterion/students' learning achievement) 72 in Islamic Education subject was low because of the students’ embarrassment to ask questions, not paying attention to lessons and the lack of learning methods used by teachers. One of the factors causing it was that the learning methods used by teachers were less varied so that learning activities were monotonous. The purpose of this research is to find out the effect of applying the Examples Non Examples method in learning PAI. The method used is classroom action research (PTK). The object in this study were 42 students of grade VII. Data was collected by distributing learning achievement questionnaires to each student, and filling out observation sheets. The data was analyzed using quantitative calculations which later translated into presentations. Based on the results of students’ achievements after learning using the Examples Non Examples method, student achievement  increases each cycle. The results of the questionnaires  in the first cycle was 72.32% and in the second cycle was 83.68%, thus it can be concluded that the application of the Examples Non Examples method has increased students’ learning achievement by 11.11%.  

scholarly journals UPAYA MENINGKATKAN PRESTASI BELAJAR PKn MELALUI METODE PEMBELAJARAN KOOPERATIF MODEL STAD (STUDENT TEAMS ACHIEVEMENT DIVISION) PADA SISWA KELAS VI SDN REPOK SINTUNG

2017 ◽  
Vol 8 (1) ◽  
pp. 41
Author(s):  
FATMAWATI FATMAWATI
Keyword(s):  
Student Achievement ◽  
Action Research ◽  
Cooperative Learning ◽  
Learning Method ◽  
Learning Achievement ◽  
Student Teams ◽  
Improve Student Achievement ◽  
Classroom Action Research ◽  
Academic Year

Abstrak: Tujuan dari penelitian ini adalah ingin mengetahui peningkatan prestasi belajar PKn melalui penerapan pembelajaran kooperatif terhadap siswa kelas VI SDN Repok Sintung tahun pelajaran 2016/2017 dengan Penelitian Tindakan Kelas dalam tiga siklus, instrumen berupa tes formatif dan lembar observasi. Didapatkan bahwa prestasi belajar siswa mengalami peningkatan dari siklus I sampai siklus III, yaitu siklus I (68,42%), siklus II (81,58%), siklus III (94,74%). Sehingga disimpulkan metode pembelajaran kooperatif model STAD dapat meningkatkan prestasi belajar siswa kelas VI SDN Repok Sintung tahun pelajaran 2016/2017. Abstract: The purpose of this research is to know the improvement of learning achievement of Civics through the application of cooperative learning to grade 6 students of SDN Repok Sintung academic year 2016/2017 with Classroom Action Research in three cycles, instruments form formative test and observation sheet. It was found that students' learning achievement increased from cycle I to cycle III, ie cycle I (68,42%), cycle II (81,58%), cycle III (94,74%). So it is concluded cooperative learning method STAD model can improve student achievement of grade VI SDN Repok Sintung academic year 2016/2017

scholarly journals Penerapan Pembelajaran Model Kooperatif Tipe TAI (Team Assisted Individualization) untuk Meningkatkan Kreativitas dan Prestasi Belajar Matematika Siswa Kelas X MIPA

2020 ◽  
Vol 4 (1) ◽  
pp. 7-15
Author(s):  
M. Farid Nasrulloh
Keyword(s):  
Student Achievement ◽  
Action Research ◽  
Test Score ◽  
Mathematics Learning ◽  
Class Action ◽  
Learning Achievement ◽  
Teacher Interviews ◽  
Learning Mathematics ◽  
Field Notes ◽  
Previous Learning

Abstract This study aims to improve creativity and student achievement in learning mathematics in class X MIPA MA Bahrul Ulum Jombang. In general, this study seeks to increase creativity and student achievement by using a cooperative type TAI (Team Assisted Individualization) model. This type of research is Class Action Research (CAR). The subjects of this research were 32 students of class X MIPA MA Bahrul Ulum. The object of this research is the implementation of mathematics learning using a cooperative type TAI (Team Assisted Individualization) model. This Classroom Action Research was conducted in 2 cycles, each of which consisted of 2 meetings. Data obtained from observation sheets, field notes, student creativity questionnaires, results of student and teacher interviews, cycle tests, and documentation. The results of the study showed that using a cooperative model type TAI (Team Assisted Individualization). Can improve creativity and student achievement. Student creativity seen from all indicators of creativity has increased. In the first cycle of 58%, the second cycle was 80%. Creativity can be seen from the ability to produce a lot of ideas, the ability to express various kinds of solutions to problems, the ability to find answers, tend to give more answers, respond to questions asked, have many questions, and be able to describe things in detail. Mathematics learning achievement of students experienced an increase seen from the average cycle test score in class X MIPA MA Bahrul Ulum, from 62.74 to 79.84. Student learning achievement can be achieved from the changes in actions taken by changing previous learning. Keywords: TAI, Creativity, Learning Achievement Abstrak Penelitian ini bertujuan untuk meningkatkan kreativitas dan prestasi belajar siswa pada pembelajaran matematika kelas X MIPA MA Bahrul Ulum Jombang. Secara umum penelitian ini mengupayakan peningkatan kreativitas dan prestasi belajar siswa dengan menggunakan model kooperatif tipe TAI (Team Assisted Individualization). Jenis penelitian ini adalah Penelitian Tindakan Kelas (PTK). Subjek penelitian ini adalah siswa kelas X MIPA MA Bahrul Ulum yang berjumlah 32 orang. Objek penelitian ini adalah pelaksanaan pembelajaran matematika dengan menggunakan model kooperatif tipe TAI (Team Assisted Individualization). Penelitian Tindakan Kelas ini terlaksana dalam 2 siklus yang masing-masing siklus terdiri dari 2 pertemuan. Data diperoleh dari lembar observasi, catatan lapangan, angket kreativitas siswa, hasil wawancara siswa dan guru, tes siklus, dan dokumentasi. Hasil penelitian menunjukkan bahwa dengan menggunakan model kooperatif tipe TAI (Team Assisted Individualization).dapat meningkatkan kreativitas dan prestasi belajar siswa. Kreativitas siswa yang dilihat dari semua indikator kreativitas mengalami peningkatan. Pada siklus I sebesar 58%, pada siklus II sebesar 80%. Kreativitas dapat dilihat dari kemampuan menghasikan banyak gagasan, kemampuan mengemukakan barmacam-macam pemecahan terhadap masalah, kemampuan menemukan jawaban, cenderung memberi jawaban yang lebih banyak, menanggapi pertanyaan yang diajukan, mempunyai banyak pertanyaan, dan mampu menguraikan sesuatu secara terperinci. Prestasi belajar matematika siswa mengalami peningkatan yang dilihat dari rata-rata skor tes siklus pada kelas X MIPA MA Bahrul Ulum yaitu dari 62.74 menjadi 79.84. Prestasi belajar siswa dapat tercapai dari adanya perubahan tindakan yang dilakukan dengan mengubah pembelajaran sebelumnya. Kata kunci: TAI, Kreativitas, Prestasi Belajar

scholarly journals Meningkatkan Kinerja Guru Dalam Menyusun Dan Melaksanakan Program Remedial dan Pengayaan Melalui Supervisi Akademik di SMAN 1 Barru

2021 ◽  
Vol 5 (1) ◽  
Author(s):  
Akhmad Jamaluddin
Keyword(s):  
Student Achievement ◽  
Action Research ◽  
School Performance ◽  
Teacher Performance ◽  
Action Planning ◽  
Important Variable ◽  
Performance Standard ◽  
Research Subjects ◽  
Enrichment Programs ◽  
Implementation Evaluation

The purpose of this research is to improve the ability of teachers to compile and implement remedial and enrichment programs through academic supervision. This research is a school action research that takes place over two cycles with the design of each cycle consisting of four stages namely action planning, implementation, evaluation and reflection. The research subjects numbered 64 teachers with the aim is to improve the performance of teachers / educators in developing and implementing remedial and enrichment programs. The results of the study, in cycle 1, the percentage of the number of teachers who reached the category of very good or good was 53%, not yet reaching the expected teacher performance standard of more than 75%. In cycle 2, the percentage of teacher performance in compiling and implementing remedial and enrichment programs that achieved very good or good has reached 84%. Conclusions, (1) Implementation of academic supervision of supervisors at SMA Negeri 1 Barru can improve teacher performance in preparing and implementing remedial and enrichment programs. This means that if supervisors often carry out academic supervision to teachers, student achievement can improve, this condition indicates that supervision of supervisors is an important variable to consider in improving the school performance.

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