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Journal : Jurnal Pendidikan Dasar

PENINGKATAN KINERJA MELALUI SUPERVISI EDUKATIF PERIODIK BAGI GURU SD NEGERI 1 TAWANGHARJO KECAMATAN TAWANGHARJO KABUPATEN GROBOGAN PADA SEMESTER I TAHUN PELAJARAN 2016/2017 Solikhin, Solikhin
Jurnal Pendidikan Dasar Vol 6, No 2 (2018): Jurnal Pendidikan Dasar, September 2018
Publisher : Jurnal Pendidikan Dasar

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Abstract

This study aims to describe the steps of periodic educative supervision in preparing learning plans,implementing learning, assessing learning achievement, carrying out follow-up assessments of student learningachievement that can improve teacher performance. This performance improvement through periodic educativesupervision. This action research was conducted on the teachers of SD Negeri 1 Tawangharjo, TawangharjoSubdistrict, Grobogan District, totaling 6 people. Action research is conducted from 19 September 2016 to 13December 2016. The research design used is a design action research plot: making action plans, implementingactions, and reflecting actions. The results of the reflection are used as guidelines for decision making to continue orstop the research. The study was carried out spirally in cycles until the second cycle. Research data in the form ofobservations notes, field notes, planning documentation and supervision results. The main data collection instrumentis the researcher, while the supporting instruments are observation, documentation guidelines. Data analysis wascarried out with qualitative and quantitative techniques. Based on the findings, exposure, reflection, and discussion ofthe results of the study, this section can conclude that through periodic educational supervision for teachers ofTawangharjo 1 Public Elementary School, Tawangharjo Subdistrict, Grobogan Regency in the first semester of the2016/2017 academic year, performance improved. The increase is as follows: a) Aspects of planning learningactivities: a) The highest increase in aspect number 4 is allocating time with an increase of 33.66%, b) The lowestincrease in aspect number 1, which describes the learning objectives with an increase of 26.00% 2) Aspects ofActivities Learning Implementation: 1) The highest increase in aspect number 6 is to use learning resources with anincrease, 33.00%. 2) The lowest increase in aspect No. 8 is to interact with students using communicative languagewith an increase of 26.73. 3) Aspects of activities assessing student achievement. a) The highest increase in aspectnumber 4, which is assessing learning outcomes with an increase of 36.00%. b) The lowest increase in aspect No. 7concludes learning outcomes with an increase of 27.67%, 4) Aspects of follow-up activities on the results ofassessment: a) The highest increase in aspects of carrying out follow-up with a 32% increase b) The lowest increasein aspects of analyzing the results of follow-up program evaluation assessment results with an increase of 27.83%.