PENERAPAN SUPERVISI KLINIS UNTUK PERBAIKAN KEGIATAN BELAJAR MENGAJAR DI MADRASAH ALIYAH PARADIGMA PALEMBANG
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Published:
Jul 20, 2019
Keywords:
Supervisor, Clinical Supervision and Improvement of Teaching and Learning Activities
Main Article Content
Abstract
One of the main tasks and supervisory section is to provide guidance to teachers, both religious teachers in public schools or teachers at the madrasa through supervision. But this Tupoksi based on observation data seems still weak. To know objectively about the above, this research was carried out. The problem problems that were deliberately raised in this study were: How were the teaching and learning activities in the Palembang Paradigm of Madrasah Aliyah? What is the implementation of clinical supervision at the Palembang Paradigm Madrasah Aliyah? Is there a relationship between the implementation of clinical supervision and teaching and learning activities in the Palembang Paradigm of Madrasah Aliyah? Regarding the formulation of the problem above, the purpose of this study is: To find out about teaching and learning activities in the Palembang Islamic Paradigm. To find out the implementation of clinical supervision at the Palembang Paradigm of Madrasah Aliyah. To find out the relationship between the implementation of clinical supervision and teaching and learning activities at the Palembang Islamic Senior High School Paradigm.
The research method used in this study is descriptive quality by using 5 teachers as key informants and 18 teachers as respondents. Because in addition to interviews, this study used a quiz to strengthen data that had been obtained from interviews. After the data is collected, it is then processed qualitatively. There are three stages carried out in this data analysis (1) data reducation, meaning that the author summarizes the main points of the data, (2) display data, meaning to sort data based on cards or charts and (3) conclusión drawing or verification , meaning to conclude and provide estimates or interpret data collected. Thus the next data processing and recording will be carried out by improving documentation and matching it with accurate data. Based on the data analysis, the results of the study can be stated, namely: 1. Teaching and learning activities of teachers in the MA Paradigm of Palembang before clinical supervision is classified as poorly. Of the seven aspects assessed, an average value of 3 or 20% is obtained for the classification already implemented according to the indicators. Then 4.43 or 29.53% for the moderate classification and 7.57 or 34.76% for the classification did not carry out teaching according to the indicator. 2. Implementation of clinical supervision at Madrassah Aliyah (MA) The paradigm has been going well even though it has not been maximized. Of the 30 technical supervision items that needed to be implemented only 10 items (33.3%) were implemented. 3. There is a relationship between the implementation of clinical supervision and teaching and learning activities of teachers at the MA Paradigm. From the observations it is known that the teaching and learning activities of teachers at the MA Palembang Paradigm after academic supervision are classified as good or in accordance with what is expected even though it is not optimal because there are still teachers whose teaching methods are not good. Of the seven aspects assessed, the average score of 9 or 59% is obtained for the classification that has been implemented according to the indicators. Then 4 or 27% for the moderate classification and 2 or 14% for the classification did not carry out teaching according to the indicator.
The research method used in this study is descriptive quality by using 5 teachers as key informants and 18 teachers as respondents. Because in addition to interviews, this study used a quiz to strengthen data that had been obtained from interviews. After the data is collected, it is then processed qualitatively. There are three stages carried out in this data analysis (1) data reducation, meaning that the author summarizes the main points of the data, (2) display data, meaning to sort data based on cards or charts and (3) conclusión drawing or verification , meaning to conclude and provide estimates or interpret data collected. Thus the next data processing and recording will be carried out by improving documentation and matching it with accurate data. Based on the data analysis, the results of the study can be stated, namely: 1. Teaching and learning activities of teachers in the MA Paradigm of Palembang before clinical supervision is classified as poorly. Of the seven aspects assessed, an average value of 3 or 20% is obtained for the classification already implemented according to the indicators. Then 4.43 or 29.53% for the moderate classification and 7.57 or 34.76% for the classification did not carry out teaching according to the indicator. 2. Implementation of clinical supervision at Madrassah Aliyah (MA) The paradigm has been going well even though it has not been maximized. Of the 30 technical supervision items that needed to be implemented only 10 items (33.3%) were implemented. 3. There is a relationship between the implementation of clinical supervision and teaching and learning activities of teachers at the MA Paradigm. From the observations it is known that the teaching and learning activities of teachers at the MA Palembang Paradigm after academic supervision are classified as good or in accordance with what is expected even though it is not optimal because there are still teachers whose teaching methods are not good. Of the seven aspects assessed, the average score of 9 or 59% is obtained for the classification that has been implemented according to the indicators. Then 4 or 27% for the moderate classification and 2 or 14% for the classification did not carry out teaching according to the indicator.
Article Details
How to Cite
Damsik, M. G. (2019). PENERAPAN SUPERVISI KLINIS UNTUK PERBAIKAN KEGIATAN BELAJAR MENGAJAR DI MADRASAH ALIYAH PARADIGMA PALEMBANG. Conciencia, 17(2), 46-57. https://doi.org/10.19109/conciencia.v17i2.3484
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How to Cite
Damsik, M. G. (2019). PENERAPAN SUPERVISI KLINIS UNTUK PERBAIKAN KEGIATAN BELAJAR MENGAJAR DI MADRASAH ALIYAH PARADIGMA PALEMBANG. Conciencia, 17(2), 46-57. https://doi.org/10.19109/conciencia.v17i2.3484
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Brassor, Francis F., Leadership Traits and Characteristics of Successful Public Officials, Handout, American University.
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Burhanuddin, 1994. Analisis Administrasi Manajemen dan Kepemimpinan Pendidikan, Jakarta, Bumi Aksara,
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Cribbin, James J., 1978, Effectif Managerial Leadership, New York: American Management Association
Dubin, Robert, 1987, Human Relation in Administration, The Sociology of Organization with reading and cases (New York: Prantice Handbook Company, 1951), seperti yang dikutip oleh Fred E. Fiedler, A Theory of Leadership Effectiveness, New York: McGraw-Hill Book Company.
Fatah, Nanang, 2004, Landasan Manajemen Pendidikan, Bandung, Remaja Rosda Karya.
Gregor, Douglas Mc., The Human Side of Enterprise, Mc. Graw, New York, 1960.
Hambali, Prosedur Supervisi; Pedoman Bagi Pengawas dan Kepala Sekolah, Yogyakarta, Gajah Mada University Press, 1999
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Hendiyat dan Wasty, Pengawasan Kepala Sekolah, Solo, Pustaka al-Husna, 1988.
Danim, Sudarwan, Visi Baru Manajemen, Dari Unit Birokrasi ke Lembaga Akademik, Jakarta, Bumi Aksara, 2005.
Muhaimin, Paradigma Pendidikan Islam; Upaya Mengefektifkan Pendidikan Agama Islam di Sekolah, Bandung, Remaja Rosdakarya, 2002.
Mulyasa, Pedoman Manajemen Berbasis Madrasah, Jakarta, Departemen Agama R.I., Direktorat Kelembagaan Agama Islam, 2003.
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Nata, Abuddin, Paradigma Pendidikan Islam, Penerbit PT. Gramedia Widiasarana Indonesia, Jakarta, 2001.
Nawawi, Hadari dan M. Martini, Kepemimpinan Yang Efektif, Yogyakarta, Gajah Mada University Press, 2000.
Nawawi, Hadari, Organisasi Sekolah dan Pengelolaan kelas, Jakarta, CV. Mas Agung, 1989.
Pidarta, Made, Pemikiran Tentang Supervisi Pendidikan, Malang, Sarana Press, 1986.
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............, Manajemen Pembelajaran; Implementasi Konsep, Karakteristik dan Metodologi Pendidikan Agama Islam di Sekolah Umum, Teras, Yogyakarta
----------, Regulasi Pendidikan; Menjadi Guru Profesional Pasca Sertifikasi, Pustaka Felicha, Yogyakarta, 2009.
Sahertian, Pied dan F. Mataheru, Prinsip dan Teknik Supervisi, Surabaya, Nasional, 1991.
Soetopo, Kepemimpinan dan Supervisi Pendidikan, Jakarta, Bina Aksara, 1994.
Sudjono, Anas, Pengantar Statistik Pendidikan, Jakarta : Raja Gafindo, 2003.
Suryosubroto, Dimensi-Dimensi Administrasi Pendidikan di Sekolah, Jakarta, Bina Aksara, 1994.
Sutisna, Oteng, Administrasi Pendidikan; Dasar Teoritis Untuk Praktek Prfesional, Bandung, Angkasa, 1999.
Syafruddin, Manajemen Lembaga Pendidikan Islam, Jakarta, Ciputat Press, 2005.
Tannebeum, Robert and Fred Massarik, Leadership A Frame of Reference, Management Science Vol. 4. 1957.
Usman, Muhammad Uzer, Menjadi Guru Profesional, Remaja Rosda Karya, Bandung, 1990.
Ahmadi, Abu, 1990, Pedoman Penyelenggaraan Administrasi Sekolah, Jakarta, Rieneka Cipta.
Ali, Muhammad, 1996, Guru dalam Proses Belajar Mengajar, Penerbit PT. Algensindo, Bandung.
Arikunto, Suharsimi, 1986, Pengelolaan Kelas dan Siswa; Sebuah Pendekatan Praktis, Jakarta, CV. Rajawali.
--------, 1990, Dasar-Dasar Evaluasi Pendidikan, Jakarta, Bina Aksara.
Aroisi, Arman, 1986, Rumah Tuhan Masih Terbuka; Kumpulan Essey Tasawuf, Bandung, Mizan.
Atmodiwirjo, Soebagio, 2000, Manajemen Pendidikan Indonesia, Jakarta, Ardadizya Jaya.
Azhari, Ahmad, 2004, Supervisi Rencana Program Pembelajaran, Jakarta, Rian Putra.
Azra, Azyumardi, 2000, Pendidikan Islam; Tradisi dan Modernisasi Menuju Milenium Baru, Jakarta, Logos Wacana Ilmu.
Bagio, Anton, 2003, “Kompetensi Guru Agama Islam di MTs Negeri 1 Palembang”, Skripsi, Fakultas Tarbiyah IAIN Raden Fatah Palembang.
Batten, 1989, Joe D, Tough Minded Leadership, New York: United States of America.
Brassor, Francis F., Leadership Traits and Characteristics of Successful Public Officials, Handout, American University.
Bolden, John H., 1978, Getting Effective Result Through School Based Management,
Budimansyah, Dasim dan Ace Suryadi, 2004, Pendidikan Nasional Menuju Masyarakat Indonesia Baru, Bandung, Genesindo, 2004.
Buchori, Muchtar, 19944, Ilmu Pendidikan dan Praktek Pendidikan dalam Renungan, Jakarta, IKIP Muhammadiyah Press.
Burhanuddin, 1994. Analisis Administrasi Manajemen dan Kepemimpinan Pendidikan, Jakarta, Bumi Aksara,
Djamarah, Syaiful Bahri, 2000, Guru dan Anak Didik dalam Interaksi Edukatif, Penerbit Rineka Cipta, Jakarta.
Cribbin, James J., 1978, Effectif Managerial Leadership, New York: American Management Association
Dubin, Robert, 1987, Human Relation in Administration, The Sociology of Organization with reading and cases (New York: Prantice Handbook Company, 1951), seperti yang dikutip oleh Fred E. Fiedler, A Theory of Leadership Effectiveness, New York: McGraw-Hill Book Company.
Fatah, Nanang, 2004, Landasan Manajemen Pendidikan, Bandung, Remaja Rosda Karya.
Gregor, Douglas Mc., The Human Side of Enterprise, Mc. Graw, New York, 1960.
Hambali, Prosedur Supervisi; Pedoman Bagi Pengawas dan Kepala Sekolah, Yogyakarta, Gajah Mada University Press, 1999
Hamid, Abdul dan A. Kadir Djaelani, Profesionalisme Pengawas Pendais, Jakarta, Departemen Agama R.I., Direktorat Jenderal Kelembagaan Agama Islam, 2003.
Hendiyat dan Wasty, Pengawasan Kepala Sekolah, Solo, Pustaka al-Husna, 1988.
Danim, Sudarwan, Visi Baru Manajemen, Dari Unit Birokrasi ke Lembaga Akademik, Jakarta, Bumi Aksara, 2005.
Muhaimin, Paradigma Pendidikan Islam; Upaya Mengefektifkan Pendidikan Agama Islam di Sekolah, Bandung, Remaja Rosdakarya, 2002.
Mulyasa, Pedoman Manajemen Berbasis Madrasah, Jakarta, Departemen Agama R.I., Direktorat Kelembagaan Agama Islam, 2003.
Nashar, Peranan Motivasi dan Kemampuan Awal Dalam Kegiatan Pembelajaran, Jakarta, Delia Pres, 2004.
Nata, Abuddin, Paradigma Pendidikan Islam, Penerbit PT. Gramedia Widiasarana Indonesia, Jakarta, 2001.
Nawawi, Hadari dan M. Martini, Kepemimpinan Yang Efektif, Yogyakarta, Gajah Mada University Press, 2000.
Nawawi, Hadari, Organisasi Sekolah dan Pengelolaan kelas, Jakarta, CV. Mas Agung, 1989.
Pidarta, Made, Pemikiran Tentang Supervisi Pendidikan, Malang, Sarana Press, 1986.
Poerwanto, M. Ngalim, Administrasi dan Supervisi Pendidikan, Bandung, Remaja Rosdakarya, 1995.
Rahman, Nazarudin, Paradigma Holistik Pengembangan Madrasah, Palembang, Pusat Pengembangan Madrasah Sumatera Selatan, 2004.
............, Manajemen Pembelajaran; Implementasi Konsep, Karakteristik dan Metodologi Pendidikan Agama Islam di Sekolah Umum, Teras, Yogyakarta
----------, Regulasi Pendidikan; Menjadi Guru Profesional Pasca Sertifikasi, Pustaka Felicha, Yogyakarta, 2009.
Sahertian, Pied dan F. Mataheru, Prinsip dan Teknik Supervisi, Surabaya, Nasional, 1991.
Soetopo, Kepemimpinan dan Supervisi Pendidikan, Jakarta, Bina Aksara, 1994.
Sudjono, Anas, Pengantar Statistik Pendidikan, Jakarta : Raja Gafindo, 2003.
Suryosubroto, Dimensi-Dimensi Administrasi Pendidikan di Sekolah, Jakarta, Bina Aksara, 1994.
Sutisna, Oteng, Administrasi Pendidikan; Dasar Teoritis Untuk Praktek Prfesional, Bandung, Angkasa, 1999.
Syafruddin, Manajemen Lembaga Pendidikan Islam, Jakarta, Ciputat Press, 2005.
Tannebeum, Robert and Fred Massarik, Leadership A Frame of Reference, Management Science Vol. 4. 1957.
Usman, Muhammad Uzer, Menjadi Guru Profesional, Remaja Rosda Karya, Bandung, 1990.