The Effect of Collaborative Supervision Approaches and Collegial Supervision Techniques on Teacher Intensity Using Performance-Based Learning

This study aims to examine the effect of collaborative supervision approaches and collegial supervision techniques on teacher intensity using performance-based learning in the learning process. In addition, its purpose is also to examine the impact on student learning outcomes. This study was conducted in East Java, Indonesia, with a descriptive correlational research design. The research samples were obtained in three cities, namely Malang, Blitar, and Batu, with a total sample of 146 primary education teachers. The data collection techniques used in this research were questionnaires and documentation, while the data analysis techniques used were descriptive statistics, product-moment correlation, regression and path analysis. The results show that the collaborative supervision approach and collegial supervision techniques have a significant influence on performance-based learning, but has no effect on student learning outcomes, either directly or indirectly. Performance-based learning applied by teachers strongly affects students’ learning outcomes.

PENINGKATKAN KOMPETENSI GURU SEKOLAH DASAR DALAM MENGIMPLEMENTASIKAN STANDAR PROSES PEMBELAJARAN MELALUI SUPERVISI KOLEGIAL TEKNIK KUNJUNGAN ANTAR KELASWardanaWardana

Penelitian ini bertujuan untuk (a) mengetahui peningkatan kompetensi guru dalam mengimplementasikan standar proses pembelajaran danpembelajaran kooperatif kolaboratif dalam rencana pelaksanaanpembelajaran setelah kunjungan antar kelas. (b) mengetahui peningkatankompetensi guru dalam mengimplementasikan standar prosespembelajaran dan pembelajaran pembelajaran koperatif kolaboratif dalampelaksanaan pembelajaran setelah kunjungan antar kelas. Penelitiantindakan ini dilakukan dua siklus, setiap siklus terdiri dari empat tahap, yaitu: perencanaan, pelaksanaan tindakan, observasi dan refleksi. Sasaran penelitian ini adalah Guru Kelas 5 tahun pelajaran 2016/2017. Dari hasil analisis didapatkan bahwa kompetensi guru dalam mengimplementasikan standar proses pembelajaran dan pembelajaran kooperatfi kolaboratif dalam Rencana Pelaksanaan Pembelajaran mengalami peningkatan yaitu siklus I (61,67%), siklus II (75,00%), sedangkan kompetensi guru dalam mengimplementasikan pembelajaran kooperatif kolaboratif dalam Pelaksanaan Pembelajaran mengalami peningkatan yaitu siklus I (65%), siklus II (75,56%). Simpulan dari penelitian ini adalah supervisi kolegial lewat kunjungan antar kelas dapat berpengaruh positif terhadap peningkatan kompetensi guru dalam mengimplementasikan standar proses dan pembelajaran kooperatif kolaboratif dalam rencana pelaksanaan pembelajaran dan pelaksanaan pembelajaran. The aims of this research are: (a) Want to know the improvement of teacher competence in implementing learning process standard and cooperative cooperative learning in learning plan after class visit. (b) Want to know the improvement of teacher competence in implementing learning process standard and cooperative learning cooperative learning in learning implementation after class visit. This action research is conducted two cycles, each cycle consists of four stages, namely: planning, action implementation, observation and reflection. The target of this research is the Class 5 Teachers of the year 2016/2017. From the analysis results obtained that the competence of teachers in implementing learning process standard and cooperative cooperative learning in the Learning Implementation Plan has increased that is cycle I (61.67%), cycle II (75.00%), while teacher competence in implementing cooperative cooperative learning in Implementation of Learning has increased that is cycle I (65%), cycle II (75,56%). The conclusion of this research is that collegial supervision through classroom visits can positively influence the improvement of teacher competence in implementing collaborative cooperative process standard and learning in the implementation plan of learning and implementation of learning.

Supervision in the Education and Training of Sport Psychology Service Providers

Supervision plays a central role in the training of sport psychologists, but little discussion of what constitutes adequate supervision of trainees and practitioners is available in the applied sport psychology literature. Broader issues of supervision, such as the training of students to become supervisors, metasupervision, and career-long collegial supervision are rarely discussed. This paper will present models of general supervision processes from training the neophyte to collegial supervision, derived primarily from clinical and counseling psychology. Included are supervising the delivery of performance-enhancement services, identifying trainee and client needs, helping the student understand transference and countertransference phenomena, and suggestions for examining the relationship between the supervisor and the supervisee. Suggestions for improving supervision include course work and/or practica in supervision processes for applied sport psychology graduate programs along with continuing education workshops at sport psychology conferences.