PENINGKATAN KOMPETENSI PAEDAGOGIK GURU PAI DALAM MENGEMBANGKAN RENCANA PELAKSANAAN PEMBELAJARAN (RPP) MELALUI TEKNIK SUPERVISI INDIVIDUAL DI WILAYAH BINAAN HARJAMUKTI KOTA CIREBON

So far, PAI teachers in preparing the 2013 curriculum implementation plan do not understand the GPA, learning objectives, determining factual, conceptual, and procedural material, as well as the difficulty in compiling rubrics and assessment instruments. Seeing the problems faced by teachers in preparing and developing learning implementation plans, it is necessary to have special guidance, namely individual supervision in developing learning implementation plans. For this reason, this study aims to improve the pedagogic competence of PAI Harjamukti teachers in Cirebon City in developing learning implementation plans through individual supervision. The research subjects were 20 PAI teachers in the Harjamukti area of ??Cirebon City. So the focus of this research is on the pedagogic competence of PAI teachers in the preparation and development of learning implementation plans. This research procedure consists of 3 cycles, in each cycle consisting of four stages, namely preparation of actions, implementation of actions, observation and monitoring of actions, and reflection. The results of this study are as follows: in the first cycle, PAI teachers have not been able and have not understood in the preparation of lesson plans there are only 5% who understand in the good category. In Cycle II, 40% of PAI teachers were in the good category, and in Cycle III, there was a very significant increase, there were 35% who understood the preparation and development of learning implementation plans in the good category and 60% in the very good category. So it can be concluded that Individual Technical Supervision can improve the competence of PAI teachers in compiling and developing lesson plans. ABSTRAKSelama ini guru PAI dalam menyusun rencana pelaksanaan pembelajaran kurikulum 2013 belum faham dalam membuat IPK, tujuan pembelajaran, menentukan materi faktual, konseptual, dan procedural, serta sulitnya dalam menyusun rubrik dan instrument penilaian. Melihat masalah-masalah yang dihadapi guru dalam Menyusun dan mengembangkan rencana pelaksanaan pembelajaran, maka perlu adanya bimbingan khusus yaitu supervisi individual dalam mengembangkan rencana pelaksanaan pembelajaran. Untuk itu penelitian ini bertujuan untuk meningkatkat kompetensi pedagogik guru PAI Harjamukti Kota Cirebon dalam mengembangkan rencana pelaksanaan pembelajaran melalui supervisi individual. Subyek penelitiannya adalah 20 guru PAI yang ada di wilayah Harjamukti Kota Cirebon. Jadi fokus penelitian ini adalah pada kompetensi pedagogik guru PAI dalam penyusunan dan pengembangan rencana pelaksanaan pembelajaran. Prosedur penelitian ini terdiri dari 3 siklus, pada setiap siklusnya terdiri dari empat tahapan yaitu persiapan tindakan, pelaksanaan tindakan, pengamatan dan pemantauan tindakan, serta refleksi. Adapun hasil penelitian ini sebagai berikut : pada siklus I guru PAI belum mampu dan belum memahami dalam penyusunan RPP hanya ada 5% yang memahami dengan katagori baik. Pada Siklus II semakin meningkat ada 40% guru PAI dengan katagori baik, dan pada Siklus III sangat segnifikan meningkat drastis ada 35% yang memahami dalam dalam penyusunan dan pengembangan rencana pelaksanaan pembelajaran dengan katagori baik dan 60% dengan katagori sangat baik. Jadi dapat disimpulkan bahwa Supervisi Teknik Individual dapat meningkatkan kopmpetensi guru PAI dalan menyusun dan mengembangkan rencana pelaksanaan pembelajaran.

Effectiveness Of Supervision On Work Engagement And Turnover Intention Of Care Managers in Japan

In Japan, care managers engage frail older adults to support their assisted living in long term care insurance system. However, due to the lack of some or all supervision, many care managers face problems such as low work engagement and high turnover rate. This study aims to examine what types of supervision have positive effects on work engagement and turnover intensions of care managers in Japan. The sample of 241 care managers were asked whether they have received individual supervision in the workplace (ISVW), individual supervision in the community (ISVC), group supervision in the workplace (GSVW), or group supervision in the community (GSVC). Independent samples t-tests and one-way ANOVAs were conducted to examine the effectiveness of each types of supervision on work engagement and turnover intension. T-tests showed that only GSVW was significantly related to work engagement (t=-2.06, p<0.05). Whereas, only ISVW had a significant effect on turnover intensions (t=2.37, p<0.05). One-way ANOVAs revealed that 28 care managers receiving GSV had significantly higher work engagement than 92 care managers who did not receive any SV (F=5.33, p<0.01). 40 care managers receiving both ISV and GSV showed significantly lower turnover intentions than 92 care managers who received neither ISV nor GSV (F=2.84, p<0.05). Since the results have implications for the importance of supervisions to enhance work engagement or to reduce turnover intension of care managers, a larger sample will need to confirm these effects.

Facilitators and Barriers for Young Medical Doctors Writing Their First Manuscript for Publication

Although scientific publication is often mandatory in medical professions, writing the first research article for publication is challenging, especially as medical curricula have only a minor focus on scientific writing. The aim was therefore to identify facilitators and barriers experienced by medical doctors writing their first scientific article for publication. An explorative inductive approach made use of semi-structured interviews for collecting data until saturation. Data were analyzed with systematic text condensation. Several barriers were identified: (a) writing in general; (b) writing in English; (c) dealing with content, structure, and presentation; and (d) navigating in the author group. Good supervision in the initial writing phase was a facilitating factor. Medical doctors requested a course in which they could work on their own articles and give feedback to fellow students. They valued skilled lecturers and individual supervision, and they wanted to learn about author instructions, how to present text correctly, and how to sell their core message. Their goal was to create a useful end product and to obtain European Credit Transfer System (ECTS) points. The facilitators and barriers that medical doctors experience when writing their first scientific article for publication and their course requests should be reflected in the learning objectives and content of future courses.

Peningkatan Mutu Pendidikan Sebagai Upaya Kepala Sekolah dalam Memaksimalkan Fungsi Sebagai Supervisi di MTs 1 Kediri

The quality of education in Indonesia in general is still far from what was expected, the 2018 PISA score for Indonesia is ranked 72nd among 77 countries. The quality of education is identical to the maximum processed output. At MTs Negeri 1 Kediri in 2019, one of its students received the highest UNBK scores for SMP and MTs in Kediri Regency. The principal is one of the important factors in improving the quality of education in his school and one of the competences of the principal is as a supervisor. The problems studied were the principal's efforts to improve the quality of education, and the principal's techniques in carrying out supervision in an effort to improve the quality of education at MTs Negeri 1 Kediri. This research is a qualitative research. Data collection techniques using interviews, observation, and documentation. The data validity test used was to increase the persistence of observations and data triangulation. Data analysis techniques are data reduction, data presentation and conclusion. The results of the research, the efforts made by the principal included the formulation of a madrasah vision and mission, a solid team, developing the knowledge of educators, integrating curriculum, facilitating student interests and talents, realization of literacy programs, and maximizing information technology. While the techniques used in improving the quality of education include individual supervision techniques in the form of class visits and observations, individual meetings, and self-assessment. Also group supervision techniques in the form of teacher orientation, teacher meetings, discussions, workshops, exchange of experiences.

UPAYA PENINGKATAN KOMPETENSI GURU MENYUSUN SILABUS DAN RENCANA PELAKSANAAN PEMBELAJARAN MELALUI BIMBINGAN BERKELANJUTAN DI SDN 002 KUNTU KECAMATAN KAMPAR KIRI KABUPATEN KAMPAR

The purpose of the School Action Research (PTS) is to determine the competencies of teachers at SDN 002 Kuntu in developing syllabi and lesson plans and making efforts to improve them. This was done based on the results of observations made by researchers and found some fundamental problems experienced by the teachers. The problems found, namely (1) teachers are less able to tighten the Learning Implementation Plan (RPP) properly; (2) the teacher does not refer to the Syllabus and Implementation Plan in the learning process in the classroom; (3) teachers tend to assume that the old methods and strategies they have implemented have completed many students; (4) the teacher is still fixated to use the Learning Implementation Plan (RPP) that has been designed by the previous teachers. The method implemented is continuous bombardment. Based on the School action research that has been carried out it can be concluded several things, First, Continuous academic supervision is scientifically proven to increase teacher competence in preparing syllabi and lesson plans, namely from 31% to 83% after academic supervision. In addition, the number of good quality lesson plans also increased from 31% to 89%. Second, the steps that lead to an increase in teacher competence in preparing the syllabus and lesson plans include the following steps: (1) announcement of the supervision plan for teachers; (2) conducting individual supervision (3) the principal supervises the class.

PROSES DAN TEKNIK SUPERVISI

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

Evaluating the Impact of Building Information Modeling on the Labor Productivity of Construction Projects in Malaysia

Globally, the construction sector suffers from low productivity levels due to a large proportion of the workforce consisting of low-skilled laborers. There is a significant need to move from traditional approaches to advanced methods, such as Building Information Modeling, in order to integrate design and construction workflows with the aim of improving productivity. To encourage more organizations, especially small to medium enterprises (SME), to transition to building information modeling (BIM), clear and convincing benefits are key to ensuring the viability of the BIM implementation process. This study presents the findings obtained through a quantitative structured close-ended survey questionnaire distributed among BIM-pioneering construction companies in terms of the three factors of the project, organization, and individual. The results suggest that BIM factors related to the individual supervision category have the highest positive impact, while the Individual (Labor) factor has the most negative impact on labor productivity. The study concludes by recommending the incorporation of BIM in the Individual (Supervision) category to improve the low construction productivity. A practical recommendation for building regulatory bodies is to develop comprehensive credential training programs with the greater utilization of BIM-related design and construction management to diminish the negative impact of Individual (Labor) factors and thus improve labor productivity in the construction sector.

proses dan teknik supervisi

this article is about the process and techniques of educational supervision. The supervision process is a series of activities carried out when conducting supervision. 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.