Manajemen Evaluasi Program Supervisi Pendidikan Dalam Meningkatkan Mutu Pendidikan

This paper will describe the conceptual foundation for evaluation management of educational supervision programs. The evaluation management of the educational supervision program is one of the keys to improving the quality of education in terms of quality which will give a characteristic to the evaluation of education itself, the background of the need for management of evaluation of the education supervision program, the objectives of the evaluation of the educational supervision program, the principles of evaluation of the educational supervision program the process of evaluating the educational supervision program. Strengthening evaluation management must have a conceptual basis to understand the evaluation of educational supervision programs both macro and micro in order to improve the quality of education itself.

Faktor-Faktor Yang Mempengaruhi Perilaku Adaptif Anak Usia Dini

Adaptive behavior is one of the abilities that must be possessed by every individual to live a good social life. Adaptive behavior will influence children's successful in their social life. Therefore, this paper aims that influence the adjustment process include: physical condition, personality, education, environment, religion and culture.to reveal the various factors that can influence early childhood behavior. The factors

Urgensi Supervisi Pendidikan Di Sekolah

Quality of educational institutions is supported by several elements of the system including educational supervision carried out by school principals as supervisors as mandated by the Minister of National Education Regulation (Permendiknas) Number 13 of 2007 concerning Standards for Principals who must supervise education in the form of supervision and assessment of teacher performance. and employees who aim to assist teachers and employees in achieving educational goals ranging from planning, implementation and evaluation so that they can be optimal in carrying out institutional tasks within an organizational frame that leads to institutional quality. Educational supervision functions to coordinate all school efforts including all stakeholders in the school organization and expand experience through giving constructive criticism from the principal to teachers and employees. References for educational supervision include curriculum components, curriculum content and curriculum development strategies, improvement of teaching references in terms of making lesson plans, optimizing educational functions and educational goals as stated in the school's vision and mission.

Pola Pendekatan Manajemen Berbasis Madrasah (Mbm) Di Madrasah Ibtidaiyyah

In the era of madrasa independence, especially in MI and the era of Madrasah-Based Management (MBM), the first and foremost task and responsibility of madrasah leaders is to make the madrasas they lead more effective, in the sense of becoming more useful for the madrasa itself and for the community. the wider community of users. In order for the duties and responsibilities of the madrasah leaders to become real, it would be necessary for them to understand, explore, and apply some of the concepts of management science that have been developed by thinkers in the business world. When seriously deepened, the concepts of management science may have value (in terms of values) that will not plunge our world of education into a business that can harm or disappoint the wider community of its users. MBM is one form of education reform, which offers schools to provide better and adequate education for students. Autonomy in management has the potential for schools to improve staff performance, offer direct participation to relevant groups and increase public understanding of education. In line with the spirit and spirit of decentralization and autonomy in the field of education, school authority also plays a role in accommodating the general consensus that believes that wherever possible decisions should be made by those who have the best access to local information, who are responsible for implementing policies and who are affected by policies. the policy. So that MI which uses madrasah-based management has the authority to regulate its own madrasa in order to achieve its goals. In other words, the MI has the right to empower its potential, both the potential of madrasa residents and the potential of the community. Thus, the leadership and governance that is owned must support the success of the goals that have been set.

Peran Orang Tua dalam Pendampingan Anak Usia SD/MI dalam Pembelajaran Online di Saat Pandemi Covid-19

This article aims to find out what parents role while accompanying children during the Covid-19 pandemic. The method used is a case study through filling out a questionnaire. The results showed that in general, the role of parents was as a guide, educator, carer, developer and supervisor. In particular, the roles that arise are: maintaining and ensuring children to continue learning even though it is done online, assisting children in doing school work, doing joint activities while at home, creating a comfortable environment for children, establishing intense communication with children, guiding and motivating children, provide education. Guidance is needed for parents to help support children's needs-based activities during the pandemic. Artikel ini bertujuan untuk mengetahui apa saja peran orang tua selama mendampingi anak belajar di masa pandemi Covid-19. Metode yang digunakan dalam penelitian ini adalah studi kasus melalui pengisian kuesioner. Hasil penelitian menunjukkan bahwa secara umum peran orangtua adalah sebagai pembimbing, pendidik, penjaga, pengembang dan pengawas. Secara khusus peran yang muncul yaitu: menjaga dan memastikan anak untuk tetap belajar di rumah meskipun dilakukan secara online, mendampingi anak dalam mengerjakan tugas sekolah, melakukan kegiatan bersama selama di rumah, menciptakan lingkungan yang nyaman untuk anak, menjalin komunikasi dengan anak, membimbing dan memotivasi anak, memberikan edukasi. Diperlukan panduan bagi orang tua dalam membantu mendampingi kegiatan anak yang berbasis pada kebutuhan anak selama pandemi.

Adaptasi Pembelajaran E-Learning dan Blended Learning di Era New Normal pada Peserta Didik Madrasah Ibtidaiyah

E-learning delivered by the government during the Covid 19 pandemic can indeed be applied by a number of institutions in Indonesia, but the habituality of conventional learning that spontaneity changes distance learning makes educators and students have difficulties and limitations both in facilities and materials provided by teachers. This is felt for students, especially at the elementary school level who still need intensive face-to-face guidance. Therefore, there needs to be a combination of online learning with conventional learning or through face-to-face. Therefore, to answer the problem blended learning is also applied in learning during Covid 19 until the current New Normal era. Even so, in the application of both e-learning and blended learning educators need to pay attention to matters related to facilities, and conditions of learners and understand the technical and learning steps well. Pembelajaran e-learning yang sampaikan oleh pemerintah saat pandemi Covid 19 memang bisa di terapkan oleh sejumlah institusi di Indonesia, namun keterbiasaan pembelajaran konvensional yang spontanitas berganti pembelajaran jarak jauh membuat para pendidik maupun peserta didik mengalami kesulitan serta keterbatasan baik dalam fasilitas maupun materi yang di berikan guru. Hal ini dirasakan bagi peserta didik khususnya di tingkat sekolah dasar yang masih membutuhkan bimbingan secara intensif secara tatap muka. Oleh karena itu, perlu adanya kombinasi antara pembelajaran daring dengan pembelajaran secara konvensional atau melalui tatap muka. Maka, untuk menjawab permasalahan tersebut blended learning turut di terapkan dalam pembelajaran di kala Covid 19 hingga era New Normal saat ini. Meski begitu, dalam penerapannya baik e-learning maupun blended learning para pendidik perlu memperhatikan hal-hal terkait fasilitas, serta kondisi peserta didik serta memahami teknis dan langkah pembelajarannya secara baik.

Pengembangan Buku Cerita Bergambar Berbasis Lingkungan Hidup pada Pembelajaran Tematik di Kelas II SD/MI

This research is motivated by the learning media carried out in schools that look less effective and less attractive.Because learning in the classroom does not use alternative media other than thematic books. From the existing problems, environmental-based picture story books were developed with the aim of (1) being able to produce picture story books with the help of correl draw applications and Photoshop soft ware. (2) knowing how appropriate the picture book media is. (3) to determine the feasibility of validation response to the developed media. This type of research is Research and Development (R&D) by using the steps of the research and development method according to Borg and Gall, modified by Sugiyono. The stages in research and development are potential and problems, collecting data, product design, product validation, product revision, product testing, and product revision. The results of the validation on picture story books by linguists obtained an average percentage of 90% with very feasible criteria, material experts obtained an average percentage of 97% with very feasible criteria, media experts obtained an average percentage of 92% with very feasible criteria. The assessment on the response of educators obtained an average percentage of 99% with very feasible criteria, and students' responses to small-scale trials at Wates State Elementary School in Central Lampung obtained an average percentage of 90% with very feasible criteria, as well as large-scale trials at schools in MI Al-Hikmah Bandar Lampung get an average percentage of 89% with very decent criteria. It was concluded that the environmental-based storybook with the help of correl draw applications and Photoshop soft ware for thematic learning subjects of class II SD / MI on the theme of caring for animals and plants developed were suitable for use as learning media. Penelitian ini dilatar belakangi oleh media pembelajaran yang dilaksanakan di sekolah terlihat kurang efektif dan kurang menarik. Dari pemasalahan yang ada buku cerita bergambar dibuat kemudian dikembangkan menjadi buku cerita berbasis lingkungan hidup dengan tujuan untuk (1) dapat menghasilkan produk buku cerita bergambar dengan bantuan aplikasi correl draw dan soft ware potoshop. (2) mengetahui bagaimana kelayakan media buku cerita bergambar. (3) untuk mengetahui respon kelayakan validasi terhadap media yang dikembangkan. Jenis penelitian ini adalah Reseach and Development (R&D) dengan menggunakan langkah-langkah metode penelitian dan pengembangan menurut Borg and Gall yang dimodifikasi oleh Sugiyono. Adapun tahapan dalam penelitian dan pengembangan yaitu potensi dan masalah, mengumpulkan data, desain produk, validasi produk, revisi produk, uji coba produk, dan revisi produk. Hasil validasi pada buku cerita bergambar oleh ahli bahasa memperoleh rata-rata persentase 90% dengan kriteria sangat layak, ahli materi memperoleh rata-rata persentase 97% dengan kriteria sangat layak, ahli media memperoleh rata-rata persentase 92% dengan kriteria sangat layak. Penilaian pada respon pendidik memperoleh rata-rata persentase 99% dengan kriteria sangat layak, dan respon peserta didik pada uji coba skala kecil di Sekolah Dasar Negeri Wates Lampung Tengah memperoleh rata-rata persentase 90% dengan kriteria sangat layak, serta uji coba skala besar pada sekolah di MI Al- Hikmah Bandar Lampung memperoleh rata-rata persentase 89% dengan kriteria sangat layak. Disimpulkan bahwa buku cerita begambar berbasis lingkungan hidup dengan bantuan aplikasi correl draw dan soft ware potoshop mata pembelajaran tematik kelas II SD/MI pada tema merawat hewan dan tumbuhan yang dikembangkan layak digunakan sebagai media pembelajaran.

Pentingnya Penelitian Tindakan Kelas Bagi Guru dalam Pembelajaran

Classroom action research is scientific activity that done by the teacher in the classroom that use actions to improve the quality of learning. Beside, classroom action research also helps teacher to improve their profesionalism. Classroom action research very important for teacher, because doing the reasearh can solve learning problem that will helpimprove the quality of education in Indonesia.therefore, researchers will discuss about the urgency of doing classroom action research. Keywords: Classroom action research, teacher, urgency.

Implementasi Pendidikan Seksualitas Anak melalui Pembelajaran Fikih (Studi Multisitus di MI As-Sunniyyah 45 Kencong dan MIMA 34 Hasyim Asy’ari Ambulu Jember)

The implementation of sexuality education in schools provides an important role for child development. With sexuality education through fiqh learning, the teacher can provide habituation and instill the value of responsibility in children by introducing the duties and functions of the limbs based on the gender of the child. This study aims to determine (1) how is the implementation of child sexuality education through the learning of the chapter of the Thaharah chapter of fiqh? This research used a qualitative descriptive approach with a multi-site study, because it was conducted in two educational institutions, namely MIMA 34 Hasyim Asy'ari Ambulu Jember and MI 45 As-Sunniyyah Kencong Jember. Data collection techniques through interviews (with the principal, maple jurisprudence teacher, homeroom teacher, and students), observation, and documentation study developed through research instruments. The results of the research are as follows (1) The implementation of child sexuality education through the learning of the thaharah chapter of fiqh is through: (a) the material on menstruation, circumcision, and the limitations of baligh; (b) the methods used are lectures, question and answer and storytelling; (c) the selected media is a blackboard. (2) Implementation of child sexuality education through fiqh learning in the prayer chapter is through: (a) material on genitals and the differences between men and women in prayer; (b) the methods used are lectures, questions and answers, and demonstrations; (c) the media chosen is a three-dimensional visual tool in the form of artificial objects such as barbie dolls and real objects in the form of students themselves.

Perbedaan Gaya Mengajar Guru Laki-Laki dan Perempuan dalam Mengembangkan Minat Belajar Siswa pada Mata Pelajaran Rumpun Pendidikan Agama Islam di Kelas X dan Xi Madrasah Aliyah Negeri 2 Jember Tahun Ajaran 2017/2018

Penelitian ini berusaha mengungkapkan pokok permasalahan mengenai, a). Adakah perbedaan gaya mengajar guru laki-laki dan perempuan dalam mengembangkan minat belajar siswa pada mata pelajaran rumpun PAIdikelas X dan XI MAN 2 Jember tahun pelajaran 2017/2018. Dan sub spokok masalahnya a). Adakah perbedaan gaya mengajar klasik guru laki-laki dan perempuan dalam mengembangkan minat belajar siswa pada mata pelajaran rumpun PAI dikelas X dan XI di MAN 2 Jember tahun pelajaran 2017/2018. b). Adakah perbedaan gaya mengajar teknologis guru laki-laki dan perempuan dalam mengembangkan minat belajar siswa pada mata pelajaran rumpun PAI dikelas X dan XI di MAN 2 Jember tahun pelajaran 2017/2018. c). Adakah perbedaan gaya mengajar personalisasi guru laki-laki dan perempuan dalam mengembangkan minat belajar siswa pada mata pelajaran rumpun PAI dikelas X dan XI di MAN 2 Jember tahun pelajaran 2017/2018. d). Adakah perbedaan gaya mengajar interaksional guru laki-laki dan perempuan dalam mengembangkan minat belajar siswa pada mata pelajaran rumpun PAI dikelas X dan XI di MAN 2 Jember tahun pelajaran 2017/2018. Dalam penelitian ini menggunakan pendekatan kuantitatif dengan jenis penelitian komparasi. Teknik pengambilan sampel menggunakan cluster random sampling dan instrumen pengumpulan data menggunakan observasi, wawancara, dan dokumentasi. Peneliti menggunakan analisis uji sampel t test. Hasil analisis data diperoleh kesimpulan umum: a). Tidak ada perbedaan gaya mengajar guru laki-laki dan perempuan dalam mengembangkan minat belajar siswa pada mata pelajaran rumpun PAI dikelas X dan XI MAN 2 Jember tahun pelajaran 2017/2018. Kesimpulan khusus: a). Tidak ada perbedaan gaya mengajar klasik guru laki-laki dan perempuan dalam mengembangkan minat belajar siswa pada mata pelajaran rumpun PAI dikelas X dan XI MAN 2 Jember tahun pelajaran 2017/2018. b). Tidak ada perbedaan gaya mengajar teknologis guru laki-laki dan perempuan dalam mengembangkan minat belajar siswa pada mata pelajaran rumpun PAI dikelas X dan XI MAN 2 Jember tahun pelajaran 2017/2018.c). Ada perbedaan gaya mengajar personalisasi guru laki-laki dan perempuan dalam mengembangkan minat belajar siswa pada mata pelajaran rumpun PAI dikelas X dan XI MAN 2 Jember tahun pelajaran 2017/2018. d). Tidak ada perbedaan gaya mengajar interaksional guru laki-laki dan perempuan dalam mengembangkan minat belajar siswa pada mata pelajaran rumpun PAI dikelas X dan XI MAN 2 Jember tahun pelajaran 2017/2018.