PENINGKATAN KINERJA GURU MELALUI SUPERVISI EDUKATIF KALABORATIF SECARA PERIODIK DI SD NEGERI 206 /II SUNGAI BULUH

Jurnal Pengabdian Pendidikan Masyarakat

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Title PENINGKATAN KINERJA GURU MELALUI SUPERVISI EDUKATIF KALABORATIF SECARA PERIODIK DI SD NEGERI 206 /II SUNGAI BULUH
PENINGKATAN KINERJA GURU MELALUI SUPERVISI EDUKATIF KALABORATIF SECARA PERIODIK DI SD NEGERI 206 /II SUNGAI BULUH
 
Creator Mulyadi, Ahmad
 
Description Penelitian ini berlatar belakang rendahnya  kesadaran guru untuk  belajar, kurangnya kesempatan guru mengikuti pelatihan, baik secara regional maupun nasional,  kurang  efektifnya  PKG, supervisi  pendidikan yang bertujuan memperbaiki proses pembelajaran  cenderung menitikberatkan pada  aspek administrasi yang mengakibatkan rendahnya kinerja dan wawasan guru. Penelitian ini bertujuan untuk mendeskripsikan langkah-langkah supervisi edukatif kolaboratif secara periodik dalam menyusun  rencana pembelajaran, melaksanakan pembelajaran, menilai prestasi belajar, dan dalam melaksanakan tindak lanjut penilaian prestasi belajar siswa. Jenis Penelitian ini adalah penelitian tindakan sekolah  (PTS) dengan pendekatan deskriptif kualitatif yang dilaksanakan dalam dua siklus. Hasil penelitian menunjukkan bahwa melalui supervisi edukatif kolaboratif  dapat meningkatkan wawasan dan kinerja guru pada siklus I dalam perencanaan 71,98%, pelaksanaan 72,44%, penilaian 31,3%, tindak lanjut 59,76%, sedangkan siklus II perencaan  92%, pelaksanaan 93,81%, penilaian 90,56%, dan tindak lanjut 83%.
This research is based on the background of the low awareness of teachers to learn, the lack of opportunities for teachers to participate in training, both regionally and nationally, the ineffective PKG, educational supervision aimed at improving the learning process tends to focus on administrative aspects which result in low teacher performance and insight. This study aims to describe the steps for periodic collaborative educational supervision in preparing learning plans, implementing learning, assessing learning achievement, and in carrying out follow-up assessments of student learning achievement. This type of research is a school action research (PTS) with a qualitative descriptive approach carried out in two cycles. The results showed that through collaborative educational supervision can improve the insight and performance of teachers in the first cycle in planning 71.98%, 72.44% implementation, 31.3% assessment, 59.76% follow-up, while the second cycle planning 92%, implementation 93.81%, assessment 90.56%, and follow-up 83%.
 
Publisher LP3M STKIP MUHAMMADIYAH MUARA BUNGO
 
Date 2021-03-13
 
Type info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Peer-reviewed Article
 
Format application/pdf
 
Identifier http://ejournal.stkip-mmb.ac.id/index.php/JPPM/article/view/478
 
Source Jurnal Pengabdian Pendidikan Masyarakat (JPPM); Vol 2 No 1 (2021): Jurnal Pengabdian Pendidikan Masyarakat (JPPM); 13-18
Jurnal Pengabdian Pendidikan Masyarakat (JPPM); Vol 2 No 1 (2021): Jurnal Pengabdian Pendidikan Masyarakat (JPPM); 13-18
2722-0044
 
Language ind
 
Relation http://ejournal.stkip-mmb.ac.id/index.php/JPPM/article/view/478/296
 
Rights Copyright (c) 2021 Jurnal Pengabdian Pendidikan Masyarakat (JPPM)
 

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