Clinical Supervision Model to Improve the Quality of Learning in Elementary School

Jurnal Ilmiah Sekolah Dasar Volume 6, Number 1, 2022 pp. 85-94 P-ISSN: 2579-3276 E-ISSN : 2549-6174 Open Access: https://dx.doi.org/10.23887/jisd.v6i1.43470 Clinical Supervision Model to Improve the Quality of Learning in Elementary School Rosleny Babo1*, Agustan Syamsuddin2 1,2 Magister Pendidikan Dasar , Universitas Muhammadiyah Makassar, Makassar, Indonesia ARTICLE INFO ABSTRAK Article history: Received November 17, 2021 Accepted January 10, 2022 Available online February 25, 2022 Kata Kunci: Supervisi Klinis, Keterampilan Guru, Kualitas Pembelajaran Keywords: Clinical Supervision, Skills, Learning Quality Teacher This is an open access article under the CC BY-SA license. Copyright © 2022 by Author. Published by Universitas Pendidikan Ganesha. Pelaksanaan supervisi kepala sekolah selama ini belum berjalan sebagaimana mestinya. Padahal hal ini merupakan hal yang penting dalam rangka peningkatan kompetensi guru. Penelitian ini bertujuan untuk meningkatkan kualitas pembelajaran melalui pelaksanaan supervisi klinis terhadap proses pembelajaran yang dilaksanakan oleh guru sekolah dasar. Jenis penelitian ini merupakan penelitian tindakan sekolah yang bertujuan untuk memperbaiki situasi atau melakukan inovasi sekolah dalam upaya meningkatkan mutu pembelajaran sehingga mampu menghasilkan siswa yang berpikir kritis, kreatif, inovatif, cakap dalam menyelesaikan masalah. Desain model supervisi klinis ini terdiri dari beberapa tahapan yaitu tahap pertemuan awal, tahap observasi, dan tahap pertemuan balikan. Subjek dalam penelitian ini sebanyak 12 orang guru sekolah. Pengumpulan data menggunakan teknik observasi dengan menggunakan lembar observasi yang dikembangkan berdasarkan model supervisi klinis. Dari hasil analisis data observasi supervisi klinis diperoleh gambaran bahwa skor pembelajaran pada siklus pertama mengalami peningkatan pada siklus kedua. Rerata skor pada siklus pertama yaitu 70,00. Sementara, rerata skor pada siklus kedua meningkat sebesar 95,00. Proses implementasi menyertakan pengujian instrumen penelitian supervisi klinis, observasi proses pembelajaran, dan melakukan asesmen pembelajaran. Analisis tahap pertemuan balikan dilakukan untuk mengidentifikasi keunggulan dan kelemahan guru dalam proses pembelajaran. Berdasarkan hasil dan temuan penelitian, dapat disimpulkan bahwa supervisi klinis yang dilakukan kepala sekolah dapat meningkatkan kualitas pembelajaran guru dalam hal pengembangan perangkat pembelajaran, pelaksanaan pembelajaran dan refleksi pembelajaran. ABSTRACT The implementation of the supervision of the principal so far has not been running as it should, even though this is an essential thing to increase teacher competence. This study aims to improve the quality of learning by implementing clinical supervision of the learning process carried out by elementary school teachers. This type of research is a school action research that aims to improve the situation or make school innovations to improve the quality of learning to produce students who think critically, creatively, innovatively, proficiently in solving problems. The design of this clinical supervision model consists of several stages, namely the meeting stage, the observation stage, and the feedback meeting stage. The subjects in this study were 12 school teachers. It collects data using observation techniques using observation sheets developed based on the clinical supervision model. From the results of the clinical supervision observation data analysis, it can be seen that the learning scores in the first cycle have increased in the second cycle. The average score in the first cycle is 70.00. Meanwhile, the average score in the second cycle increased by 95.00. The process of implementing the application of clinical supervision research instruments, observing the learning process, and conducting learning assessments. The analysis of the meeting stage was carried out to identify the strengths and weaknesses of the teacher in the learning process. Based on the results and research findings, it can be said that clinical supervision carried out in schools can improve the quality of teacher learning in terms of developing learning tools, implementing learning, and learning reflection. Corresponding author *E-mail addresses: (Rosleny Babo) Jurnal Ilmiah Sekolah Dasar Vol. 6, No. 1, Tahun 2022, pp. 85-94 86 1. INTRODUCTION One of the duties of a school principal is to act as a supervisor for teachers and school staff (Erdianti, 2014; Subandi, 2018). Thus, it shows that a school principal is obliged to conduct educational supervision to develop their professionalism as a form of service to teachers and staff (Messi et al., 2018; Suradi, 2018). Furthermore, the implementation of supervision activities in teacher learning aims to identify teachers' understanding of their weaknesses and mistakes that are often made so that they need to be addressed to obtain improvements for better learning improvement (Aldaihani, 2017; Magen-Nagar, N., Firstater, 2019). Supervision is an aid to develop mastery of teaching and learning situations towards a better state (Flores, 2018; Wahyu, 2020). Supervision provides direction and conducts a critical assessment of the teaching process (Alwis et al., 2020; Beckers et al., 2016). It can be concluded that educational supervision is a service and assistance effort in guidance for improving the teaching process. In the context of school education, the quality of learning reflects the professional abilities of teachers (Caena, 2014; Nasser, 2017). Therefore, educational supervision is interested in efforts to improve the professional abilities of teachers, which will ultimately have an impact on improving learning processes and outcomes. There are various kinds of supervision in education. One of them is academic supervision. Academic supervision is a form of supervision whose activities focus on helping teachers develop their ability to manage the learning process (Åkerlind & McAlpine, 2017; Honig & Rainey, 2019). The main object of academic supervision is academic aspects related to the learning process. Teachers, peers, or principals can carry out this type of supervision. Some several methods and techniques can be used in academic supervision. The methods used in academic supervision can be distinguished between individual and group (Paramudita, 2019; Wichmann-Hansen et al., 2015). Regarding the implementation of supervision by the principal, it has no effect on the teaching skills of teachers because this activity is only a supplement to administration (Kraft & Gilmour, 2016; Palavan et al., 2016). In addition, supervision activities have not fully built the independence of teachers in finding things that they feel are lacking in the learning process so that they do not provide opportunities to make decisions and find solutions to their own shortcomings (Goodwin et al., 2016; Moriarty et al., 2020). Whereas the purpose of holding supervision is to fo (...truncated)