Multifaceted Rasch Analysis for Clinical Supervision instrument assessment of Islamic Religious Education Teachers

Yuni Asdhiani, Ari Saptono, Komarudin

doi:10.17762/pae.v58i1.1573

Abstract

This study aims to analyze (1) validation of clinical supervision assessment instruments; (2) the reliability of the clinical supervision assessment instrument. This study was adapted using research & development using the borg & gall development model. The results of the expert assessment were analyzed with the help of the Multi-Rater Facet Rasch (MRFR) using the facet software. The results of this study indicate: (1) validation results The content of the clinical supervision instrument for Islamic Religious Education teachers is based on the CVR value of 0.99, so all items are declared valid and suitable for further research (3) The reliability results in large-scale research with a reliability value of 0.98 means that the instrument has high quality stability. high enough it shows good inter-rater reliability.

Highlights

Supervision activities are carried out in an effort to improve and control all activities so that they are carried out optimally
Clinical supervision is a special practice at the highest level in social work practice because clinical supervisors prepare social workers to train independently without the need for further supervision (Linda Openshaw 2012)
The definition of clinical supervision is adopted from the medical profession, namely the process of developing the skills and knowledge of training participants in practical activities

Summary

Introduction

Supervision activities are carried out in an effort to improve and control all activities so that they are carried out optimally. Supervision / supervision is ensuring activities are effectively carried out by those who are responsible for carrying them out. Supervisors are usually those who focus on the day-to-day activities of the department and evaluate those who perform them. Clinical supervision is a special practice at the highest level in social work practice because clinical supervisors prepare social workers to train independently without the need for further supervision (Linda Openshaw 2012). The definition of clinical supervision is adopted from the medical profession, namely the process of developing the skills and knowledge of training participants in practical activities

Objectives

Methods

Results