Academic Supervision Activities Research Articles

Results of Teacher Supervision at SMP Xaverius 7 Palembang

The process of learning activities supervised by a supervisor or educational expert is known as educational supervision. Providing feedback to teachers, providing suggestions for improvement, and ensuring that the learning process is in accordance with predetermined standards are the main objectives of educational supervision. In addition, data collection, classroom observation, discussion, and the creation of innovative teaching strategies and corrective measures are also included in educational supervision. As a result, improving the quality of teaching and learning in educational institutions depends heavily on educational supervision. Curriculum development and classroom learning models are two areas where educational supervision has a great influence on educational progress. Qualitative research is the type of this study. This qualitative research explains how principals’ academic supervision affects teachers’ professional development and classroom teaching standards. At SMP Xaverius 7 Palembang, 109 people participated in the study: the principal, the curriculum teacher, five members of the supervision team, five teachers of Bahasa Indonesia, PAK, mathematics, and civics, and grade VIII students. Collaborate with schools to plan supervision implementation, monitor implementation, observe academic supervisor evaluations, investigate academic supervision activities, and analyze test results obtained during academic inspections.

Role of Principal’s Supervision in Improving Teacher’s Competency

The problem in this study was the learning process not optimal at SMA Negeri 5 Palembang. This article aims to analyze the role of school’s supervision in improving teacher’s competency. In this study I use a qualitative approach. By using data collection techniques in the form of observations, interviews and documentation studies. The results showed that academic supervision of school’s principals can improve teacher’s competency at SMA Negeri 5 Palembang. Academic supervision activities at SMA Negeri 5 Palembang are carried out in several stages, planning, implementation, and evaluation. In improving teacher’s competency, it will be assessed and observed the goals of supervision, the objects of supervision and the techniques that will be used in supervision. Next, the implementation of supervision is carried out by visiting classrooms, observation the activities of teachers and students in the learning process, how to use learning media, and the determination of methods with materials. Finally, the evaluation program carried out on the results of the implementation of supervision. This article recommends to do routinely the supervision in order to get quality teacher’s competency.

Pengendalian Mutu Kompetensi Guru Melalui Program Supervisi Akademik

Abstract: The aim of the academic supervision program is to improve the quality of teaching learning process as well as the teacher’s teaching competency. Improving the quality of teachers, both in professional and pedagogical competence, is surely provide huge benefit in improving the quality of learning. However, there are some problems found in the implementation of the teacher supervision program that make the supervision less optimal. The reason is the inconsistency of the implementation of this program. Moreover, this program seems to be implemented only for formality. This research aimed to determine the ongoing process of academic supervision at SMPIT Assalaam Boarding School (Assalaam Islamic Integrated Boarding School) Pekalongan. The research was carried out using a descriptive qualitative method, the required data was obtained through a process of interviews, discussions and documentation. The results of the research show that the academic supervision activities carried out at SMPIT Assalaam Boarding School Pekalongan have fulfilled the principles of supervision. Academic supervision is carried out to oversee the learning process as an institution's effort to provide quality assurance of education. Academic supervision is carried out through the following stages: the first is the socialization of the supervision program; the second is consultation on learning tools; the third is a class visit to the target teacher to be supervised; the fourth is a reflection on the implementation of teaching and learning activities; the fifth is scoring the results of academic supervision as a conclusion on the teacher's competency achievements; and then the preparation of follow-up activities of the supervision. Through academic supervision activities, school principals can provide guidance to teachers to improve the quality of learning

Hubungan Supervisi Akademik Kepala Sekolah, Komunikasi Interpersonal, dan Etos Kerja dengan Kinerja Guru di SDN Kecamatan Banjarbaru Utara

This study aims to describe the principal's academic supervision activities, interpersonal communication, work ethic, and teacher performance; and analyze the direct and indirect relationship between the principal's academic supervision, interpersonal communication, and work ethic with the performance of elementary school teachers in North Banjarbaru District, Banjarbaru City. This research is a quantitativ research. The sample size of this study was 172 teachers. Data collection instruments in the form of questionnaires that have met the requirements of validity and reality tests. Data analysis to test the relationship in this study used path analysis. Based on the results of this study, it was found that there is a direct relationship between: academic supervision of the principal with teacher performance, interpersonal communication with teacher performance, work ethic with teacher performance academic supervision of the principal with work ethic, interpersonal communication with work ethic; and the indirect relationship between the principal's academic supervision and teacher performance through work ethic, interpersonal communication with teacher performance through work ethic.academic principal, interpersonal communication, work ethic and performance of elementary school teachers in North Banjarbaru District, Banjarbaru City Keywords: Principal's academic supervision, interpersonal communication, work ethic, teacher performance

Implementation of Academic Supervision at SDN 1 Muara Burnai 2 Lempuing Jaya, OKI

The formulation of this research problem is how to implement the implementation of academic supervision activities at SDN 1 Muara Burnai 2, Lempuing Jaya District, OKI Regency. The purpose of this study is to describe the implementation of academic supervision activities at SD Negeri 1 Muara Burnai 2. This type of research is qualitative research with descriptive methods. The selection of this method aims to make it easier for researchers to describe the implementation of academic supervision activities at SDN 1 Muara Burnai 2. The method of collecting data regarding the implementation of academic supervision is carried out through observation and interview activities. The result of this study is that the implementation of academic supervision activities at SDN 1 Muara Burnai 2 runs well in accordance with the program or schedule that has been determined at the beginning of the year of implementation of the learning activities prepared.

Implementation of Academic Supervision by School Principals to Improve Teacher’s Performance

The objectives of this research: 1) Describe the implementation of academic supervision by the school principal to improve the performance of teachers at SMP Negeri 4 Air Sugihan, Ogan Komering Ilir Regency; 2) Describe the principal’s strategy for optimizing the implementation of academic supervision to improve teacher performance at SMP Negeri 4 Air Sugihan, Ogan Komering Ilir Regency; 3) Describe the obstacles experienced by school principals in carrying out academic supervision activities to improve teacher performance at SMP Negeri 4 Air Sugihan, Ogan Komering Ilir Regency. This research was carried out at SMP Negeri 4 Air Sugihan, Ogan Komering Ilir Regency with the number of informants being 7 teachers from SMP Negeri 4 Air Sugihan, Ogan Komering Ilir Regency. Data collection techniques use observation, interviews, and documentation studies. The data analysis technique for this research is descriptive qualitative. The results of this research: 1) The implementation of academic supervision by the principal to improve the performance of teachers at SMP Negeri 4 Air Sugihan, Ogan Komering Ilir Regency has been carried out well; 2) strategy for implementing academic supervision activities, the principal has carried out pre-observation activities, planned academic supervision activities, carried out activities, carried out evaluations and follow-up and has involved fellow teachers being supervised; 3) The obstacle experienced by the school principal in carrying out academic supervision activities is that there are official matters which sometimes make the principal unable to carry out his duties as a supervisor at the school so that the task of carrying out academic supervision activities is delegated to other teachers who are colleagues of the teacher who will be supervised.

The Quality of Implementation of Academic Supervision in Vocational Secondary Schools in Teaching Factory Based Learning

This research aimed to get an idea of how academic supervision activities are implemented in learning at SMK Negeri 2 Business and Management, Jayapura based on a teaching factory in the Marketing Department. The resource persons in this research were the school principal, teaching factory field coordinator teacher majoring in marketing, the deputy principal for the curriculum department, and female students majoring in marketing. The method used in this research is a descriptive qualitative approach, through observation, in-depth interviews, and documentation studies. The data obtained was analyzed using data reduction, data presentation, and conclusion. The results obtained from this research are that supervision activities have been carried out through class visits and work practice activities which have been carried out even though they have not been carried out on a scheduled basis and have only taken the form of monitoring. Apart from that, there is an assessment of student performance which the coordinator provides, there are efforts to develop learning programs by dividing block schedules and adjusting the curriculum according to industry needs, and there is feedback provided as input for improvements including transparency of profits from Esemkamart as well as monitoring of facilities and infrastructure, although there needs to be continuous improvement and more awareness regarding the implementation of occupational safety and health when carrying out the teaching factory learning process at SMK Negeri 2 Business and Management, Jayapura.

The Principal’s Efforts in Implementing Coaching-Based Academic Supervision for Mobilizing Teachers

The aim of this research is to describe the coaching-based academic supervision model used by school principals to improve teacher’s professional abilities. Apart from that, it is known how well the driving teacher instructors apply learning tips in coaching-based academic supervision in schools. It is an effort to improve the quality of teachers and maintain the quality of the process, which can be achieved by optimizing the role of the school principal as an academic supervisor. This research was conducted using a qualitative approach and the descriptive method with data collection techniques of observation, interviews, and documentation. This model aims to increase the competency of teachers in implementing coaching-based academic supervision activities using pre-supervision, supervision, and post-supervision stages in schools. The model developed and implemented in coaching-based supervision uses the GPAR (Goal, Problem Identification, Action Plans, and Responsibilities) model, namely goals, identification, action plans, and responsibilities, namely preparation for learning supervision and counselling management. A model developed with passion, independence, and teaching. With the help of learning guidance based on the GPAR Coaching model, it should be easier for school principals to communicate with driving teachers so that the teacher’s possibilities in implementing learning activities can be explained well. This can be seen in the results of increasing initial supervision and final supervision scores, which show that the effectiveness between school principals and driving teachers is increasing. The main results of this research show that there are problems with academic supervision based on coaching for driving teachers and school principals, such as supervision by the principal and lack of follow-up by the principal. Additional assistance can help teachers improve their presentations.

The Impact of Academic Supervision and Professional Competence on the Performance of Teachers of Private Islamic Junior High School Teachers In West Jakarta

This study aims to determine the effect of academic supervision and professional competence on teacher performance in Private Islamic Junior High Schools in West Jakarta. This research uses a quantitative approach with survey methods and path analysis techniques. The population of this study was 223 teachers working in private Islamic junior high schools in Kalideres and Cengkareng sub-districts, with a sample of 69 teachers selected with the Slovin formula. The data collection technique used is a questionnaire distributed through Google Forms. The results showed that academic supervision and professional competence directly affect teacher performance. Academic supervision also directly affects the professional competence of teachers. This research advises principals and teachers to improve performance through academic supervision activities and professional competency development.

Urgensi Pelaksanaan Supervisi Akademik dalam Peningkatan Kompetensi Guru di Era Merdeka Belajar

Indonesia is ranked 74 out of 79 countries in terms of reading, science, and math skills. One of the factors for the low quality of education in Indonesia is the lack of teacher competence in preparing learning media and methods. In this 21st era, Indonesia has implemented an independent learning policy that frees teachers and students from choosing learning methods. One of the efforts that can be made to improve teacher competence is the implementation of academic supervision. The purpose of this study was to determine the importance of implementing academic supervision and the role of school principals in implementing academic supervision. The research was conducted using a meta-analysis that collected data and information from several studies. The findings of this study found that academic supervision activities are an effective tool for solving teacher problems and as a means of improving teacher competence. The role of the principal is very crucial as a supervisor in implementing academic supervision. The implementation of academic supervision goes through the stages of planning, implementation, and evaluation or follow-up.

Academic Supervision Practices Integrated into the School Supervisor Support Programs

Academic supervision stands out as a commendable initiative designed to aid and bolster teachers in executing their responsibilities within the school setting. Moreover, numerous challenges and hindrances faced by educators are tackled through the implementation of academic supervision activities. This research aims to explore teachers' experiences undergoing academic supervision and the supervisors' support to overcome teacher problems and improve their performance. Researchers used qualitative research methods with an exploratory case study approach. Data was obtained from semi-structured interviews. The informants were four teachers at two integrated Islamic elementary schools in Bekasi, Indonesia, who were selected based on their extensive experience in carrying out school academic supervision. The resulting data was analyzed thematically using Atlas.ti software. The findings reveal that academic supervision is incredibly beneficial for teachers. It does not only assess teacher performance but also helps teachers solve problems to improve teacher performance. Teachers also received many support programs to improve the quality of learning in their schools.

Academic Supervision in Improving the Quality of School Culture

This study aims to describe the implementation of academic supervision in the context of school quality culture. The approach used in this research is quantitative with a descriptive research design. The population and sample of the study were all teachers of Nurul Fikri Serang Islamic Middle School and High School. The analysis technique used is descriptive percentage. Academic supervision activities aim to improve the teacher’s learning process in the classroom. The supervisory activity is carried out by a team of supervisors under the coordination of the school principal. Supervisors have requirements that meet competence according to applicable regulations. The results of collegial-based academic supervision illustrate that aspects of learning in general have very good grades, so they really help teachers in improving the quality of the learning process in class. Collegial-based academic supervision creates a culture of school quality, namely cooperation, democracy, constructiveness, humanism so that overall supervision activities build a culture that is sustainable, especially the quality of learning.

The Role of the Supervisor in Implementing Supervision to Enhance the Quality of Student Learning Outcomes Through Continuous Improvement

This research explores the role of supervisors, particularly school principals, in improving student learning outcomes through continuous improvement. The study emphasizes the integral role of school principals in educational institutions. The research investigates the three key phases of supervision: planning, implementation, and evaluation. Effective supervision commences with comprehensive planning at the start of the academic year, involving all teachers and school staff. The core of supervised programs lies in their implementation, during which the principal observes teaching, classroom conditions, and student engagement. Subsequently, the evaluation stage involves an analysis of planning and implementation, enabling the identification of strategies and solutions to address issues and achieve continuous improvement. The qualitative methods employed in this research include observation, interviews, and documentation at sekolah menengah pertama katolik (SMPK) Kolese St. Yusup 2 Malang. The results demonstrate that the planning, implementation, and evaluation stages of supervision at SMPK Kolese St. Yusup 2 Malang have successfully adopted a continuous improvement approach. This is evidenced by improvements in teacher effectiveness, social and personality competencies, and student learning outcomes, with notable achievements at local, regional, and national levels. The findings underscore the transformative potential of school principals as agents of change in academic supervision activities.

Implementation of Academic Supervision Activities as an Attempt to Improve Teacher Performance at SDN 023 Muara Mamat Baru Tapung in Kampar

This paper discusses the improvement of teacher performance through the implementation of academic supervision activities. Teacher performance is a description of the teacher's attitudes, skills, values, and knowledge in implementing their duties and functions which consist of their appearance, actions, and work performance. The interviews and surveys conducted in the research aimed to obtain information regarding teacher performance in learning and related to the research. After analyzing the data, it can be concluded that the use of academic supervision indicates an improvement in teacher performance. The type of research was School Action Research (PTS), which was located at SDN 023 Muara Mahat Baru Tapung in Kampar. The research population was 9 teachers. Based on the research results, the implementation of academic supervision activities can improve teacher performance. It can be seen from the results of the first cycle at 56%, which were 54.5% of planning teacher ability learning, 63.6% of implementing teacher ability learning, and 54.5% of evaluating teacher ability learning. It increased to 85% in cycle II, which was 90.9% for planning teacher ability learning, 100% for implementing teacher ability learning, and 72.7% for evaluating teacher ability learning. It is classified in the very good category.

Principal Academic Supervision in the Construction of Merdeka Curriculum Based on Humanistic Spiritual Values

The low quality of learning today is marked by the low learning outcomes of students. One of the indicators causing the low quality of learning is the weakness of school principals in academic supervision activities to leverage and empower the teaching potential of teachers. Thus, it is important to construct principals' academic supervision activities based on humanistic spirituality values according to the independent curriculum guidelines. The purpose of this study is to describe the reasons for implementing humanistic spiritual values and the role of the principal in academic supervision activities. The research method uses qualitative research, case study design. The participants in this study were 3 principals and 3 senior teachers from the 2 schools studied. Data collection through interviews, observation, and documentation studies. Data analysis used a modified analytic analysis method. The results of the study explain the reason for the principal's application of humanistic spiritual values (personal characteristics, the spirit that is lived in the school environment, and the appreciation of religious teachings) in academic supervision. In addition, the role of the principal in academic supervision is proven through ethical behavior, sincerity, patience, humility, sensibility, friendliness, equality, open communication, mutual respect. This research has implications for the development of school principals' academic supervision based on humanistic spiritual values in an effort to empower the teaching potential of teachers as evidenced by an increase in student achievement motivation.

Improving Teacher Competence in Implementing Learning Models through Academic Supervision Activities in SD Negeri 2 Wonokromo Mojotengah District, Wonosobo District

Pendidikan adalah kunci utama kemajuan suatu bangsa. Kemajuan suatu bangsa dapat ditandai dengan berkembangnya sumber daya manusia. Guru merupakan komponen paling penting dalam pengembangan sumber daya manusia tersebut. Untuk dapat melaksanakan tugas-tugasnya dalam pengembangan dengan baik, guru perlu menuasai kompetensi-kompetensi yang telah ditetapkan dalam undang-undang. Namun, masih banyak permasalahan yang berkaitan dengan kompetensi guru terutama kompetensi pedagogik. Permasalahan-permasalahan tersebut sebenarnya memiliki jalan keluar yang tepat, namun karena masih kurangnya pemahaman guru dalam menguasasi kompetensi-kompetensi tersebut. Peningkatan kompetensi guru dapat dilihat apabila guru dapat menjalankan tugas-tugasnya dengan baik, baik saat merancang pembelajaran, baik saat jam pembelajaran, dan baik pula saat di luar jam pelajaran. Pembelajaran yang diharapkan terjadi di dalam kelas tidak hanya pembelajaran yang hanya berpusat pada guru saja akan tetapi berpusat kepada murid sehingga perlu dalam merancang pembelajaran diterapkan model-model pembelajaran yang aktif, kreatif, dan menyenangkan. Hal tersebut dapat berjalan dengan baik apabila dari kepala sekolah terdapat supervisi akademik sebelum pembelajaran dilaksanakan.

POOR ACADEMIC SUPERVISION AUTHORITY OF THE HEAD OF MADRASAH ALIYAH(MA) IN IMPROVING TEACHER PERFORMANCE

Abstract:
 The head of the madrassa in carrying out the main duties and functions of academic supervision has optimal authority in improving teacher performance. This study aims to analyze the use of the academic supervisory authority of the madrassa principals in improving the performance of Madrassa Aliyah (MA) teacher in West Aceh District. This study uses a descriptive analytical approach in revealing the problem of using the authorities, obligations and powers of the madrassa principals in improving teacher performance. Methods of data collection were carried out through observation, interviews and study of program documents and academic supervision activities. Data processing techniques were conducted by means of data verification, data presentation, data reduction, and drawing conclusions from research results. The data analysis technique is by reflecting, interpreting and compiling an action plan on the research results. The results showed that the use of the academic supervision authority of the madrassa principals was still categorized as weak in improving teacher performance. Madrasah principals still do not take it seriously in using their authority in planning academic supervision programs. The heads of the madrassas in carrying out the obligations of implementing the academic supervision program are still not in accordance with the applicable technical instructions. The power of the heads of madrassas in carrying out innovations in academic supervision programs has not been utilized properly to improve teacher performance. These findings can be recommended to the head of the Regency/City Ministry of Religious Affairs Office and madrasa supervisors to carry out programmatic guidance and training for madrasa principals on the implementation of academic supervision in Madrassa.
 
 Keywords: Weak Authority; Academic Supervision of the Head of Madrassa; Teacher Performance

The role of academic supervision in improving teacher professionalism

The role of academic supervision is very important to be held by an educational institution in improving the quality of teacher teaching and to achieve the goals that have been set. The quality of teacher teaching greatly affects the quality of a child's achievement. The purpose of this study is to determine the implementation of academic supervision as well as the supporting and inhibiting factors of academic supervision activities. The method used is a case study with a qualitative approach. The results of this study indicate that the implementation of academic supervision is carried out in three stages, namely: Conducting class visits every lesson hour conducted by each supervisor who has a supervision schedule, coaching teachers who have problems in teaching, evaluating the results of the supervisor's report. Supporting factors in the implementation of academic supervision are the role of the principal in motivating teachers who have problems in teaching, and facilities in the form of supervisor files. The large number of classes and the minimal number of supervisors make this academic supervision activity less than optimal. Because the supervisors themselves experience problems in visiting the classes to be supervised.

Developing Teacher Professionalism Through Academic Supervision Activities of School Principle

The purpose of this research is to describe the development of teacher professionalism as a result of the principal's academic supervision activities. The research methodology employed is a qualitative method with a qualitative descriptive approach. Observation, interviews, and documentation studies were used as data gathering methods. Also, a qualitative analysis was performed while the activities of data reduction, data presentation, and conclusion-making were in progress. The findings of this investigation suggest that school principals as supervisors have attempted to develop the potential and competence of teachers through teacher certification program activities which are attended by most teachers. The coaching program carried out by school principals for teachers consists of academic supervision activities, training (education and training), workshops, work meetings, PKG (teacher performance assessment), PKB (continuous professional assessment), technical guidance, and seminars. The outcomes of the teacher academic supervision activities carried out by the school principal show that the teacher development program activities through academic supervision activities have been progressing well. The problem preventing the principal's academic supervision from being put into effect is the learning method which is still teacher-centered so that it is monotonous and students become passive. The principal's strategy for achieving effective academic supervision is to conduct class observations and assign assignments to the teacher so that the teacher's academic abilities can be seen.

Problems Implementing Academic Supervision in Pandemic and New Normal Period in Senior High School

Implementing academic supervision in schools has yet to be carried out optimally. Supervisors still need to follow up on the results of supervision. This research aims to analyze the problem of implementing academic supervision during the pandemic and the new normal. This type of research is qualitative. The research subjects were school principals and teachers. Data was collected through interviews, open questionnaires, FGDs, and documentation studies. The data analysis technique uses descriptive qualitative analysis. The results of this study indicate that during the pandemic academic supervision activities could not be carried out due to the problem of unsupported internet access, teachers' ability to operate IT was still low, especially teachers who were age adrift and school principals did not know for sure the mechanisms for implementing online supervision. In the new normal period, the problem with this academic supervision activity was that the preliminary meeting stage was sometimes not carried out, so teachers were usually given a sudden schedule of supervision activities, academic supervision activities had not used a variety of approaches and methods, and follow-up supervision had not been carried out. It was concluded that during the pandemic and new normal, the implementation of supervision still experienced problems that needed to be of concern to the school principal so that in the future, the implementation of supervision could be carried out more optimally.