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Journal articles on the topic 'Assessment; Evaluation; Teacher Supervision'
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1
Benigno, Stephen. "A Viable Solution to Implementing Effective Instructional Supervision." Journal of Education and Learning 5, no. 1 (January 13, 2016): 128. http://dx.doi.org/10.5539/jel.v5n1p128.
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<p>With an increased emphasis on instructional accountability with respect to instruction, assessment and curriculum development, administrators have been struggling to find a model of supervision that is clinical and collaborative and that will produce an accurate assessment of classroom instruction. According to Goe (2007), “In recent years, the focus has moved away from holding schools accountable for student achievement and toward holding teachers accountable” (p. 12). The Clinical Supervision model is an accepted and viable strategy of teacher evaluation that has been utilized in many school districts for a number of years. Clinical Supervision, if conducted with fidelity, can provide the administration of the school with an opportunity to collaborate with the teacher and create an effective evaluation experience.</p>
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Göksoy, Süleyman. "Professional Development Levels of Teachers in Respect of Developmental Supervision Areas." Pedagogika 129, no. 1 (April 25, 2018): 15–32. http://dx.doi.org/10.15823/p.2018.02.
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The present research aimed to determine the professional development levels of teachers according to developmental supervision approach. Case study method from qualitative research methods was used in the data collection. Educators participated in the research state that the professional development areas of the teachers should be comprised of eight main areas. These areas defined by the educators are lesson preparation and planning, teaching-learning process (lesson), assessment and evaluation, professional development, communication, counselling, classroom management, projects and time management. Therefore, it can be indicated that the determined professional development areas of teacher should be prioritized in order to increase both educational quality and teacher performances.
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Afriadi, Bambang, and Dahlia Dahlia. "TEACHER SUPERVISION USING TEACHER COMPETENCE ASSESSMENT IN THE ASSESSMENT OF LEARNING IMPLEMENTATION COMPONENTS IN PRIMARY SCHOOL JURUMUDI 5 TANGERANG STATE." JISAE: Journal of Indonesian Student Assessment and Evaluation 7, no. 1 (March 10, 2021): 55–63. http://dx.doi.org/10.21009/jisae.071.07.
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The focus of this research is mainly based on the elementary school level at SDN Jurumudi 5 Tangerang City hoping that this research topic will enable teachers to expand their knowledge about the impact of classroom climate on their students' learning processes. These factors contribute to a relevant classroom environment in classrooms with students of all ages and grade levels. For students to be able to learn in school, it is not only important for teachers to instruct students on what is in the textbooks, but it is also important that the classroom environment allows students to perform to their highest potential. The focus of this research is related to the classroom environment and its impact on student learning. This study will use an evaluation analysis model with a qualitative and quantitative method approach. Through a qualitative approach, the data collected will try to be processed and presented in a description based on expressions, language, ways of thinking, and the views of the research subject. While the method used in this research is evaluation research. In the analysis of this study using the APKG instrument analysis that has been made by the State University of Jakarta. The data that has been obtained were analyzed using the average of the evaluation results with the following criteria with a range of values 1 very not good, 2 enough, 3 good, and 4 very good. The results of the researchers showed results with good criteria, while the components in the assessment that was not optimal could be improved by the teacher. Especially in the use of science and technology, this is due to inadequate school facilities. While the components related to methods, the use of learning resources, and class management are very good. In this case, every ideal teacher class is unique and creative and can be an opportunity to build great classroom conditions and situations between teachers and students
4
Novotová, Jitka, and Magda Nišponská. "Self-assessment and Assessment of Professional Competencies of Trainee Teachers During the Block Teaching Practice." Lifelong Learning 7, no. 1 (2017): 54–73. http://dx.doi.org/10.11118/lifele2017070154.
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The empirical study presents a question of how to assess professional training of trainee teachers and introduces the approach based on competency model. Based on the modification of the Teacher competencies framework (Rámec profesních kvalit učitele, Tomková et al., 2012) used in the lifelong training of the teachers an evaluation tool was created that contained 5 multi-dimensional competencies elaborated into 34 sub-items. This tool was used in the research of self-assessment of the development of professional competencies of trainee teachers and their assessment by supervising teachers during the block teaching practice. The research sample consisted of 74 students of lower secondary and secondary school teaching programmes and also 74 supervising teachers were involved. The results revealed that the assessment of the students by the supervising teachers is significantly more positive compared to the self-assessment of the students. Further, it was found out that the best and the worst evaluated sub-competencies by the students and teachers correspond. The best evaluated were competencies related to reflexion and creation of teaching environment, the worst evaluated were competencies related to the evaluation of the pupils’ work. Authors discuss what do these results imply for the frame of undergraduate teacher training and they indicate possibilities how to comprehensively implement the evaluation tool and competency model in the teacher training.
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Ulum, M. Bustanul. "Urgensi Supervisi Pendidikan di Sekolah." FALASIFA : Jurnal Studi Keislaman 9, no. 2 (September 2, 2018): 127–34. http://dx.doi.org/10.36835/falasifa.v9i2.127.
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The quality of educational institutions is supported by several system elements including supervision of education carried out by principals as supervisors as mandated by Minister of National Education Regulation (Permendiknas) Number 13 of 2007 concerning Standard Principals who must supervise education in the form of supervision and assessment of teacher performance and employees who aim to assist teachers and employees in achieving educational goals starting from planning, implementation and evaluation to be optimal in carrying out institutional tasks in an organizational frame that leads to the quality of the institution. Educational supervision serves to coordinate all school efforts including all role holders in the school organization and broaden the experience through giving constructive criticism from the principal to teachers and employees. References to educational supervision include curriculum components, curriculum content and curriculum development strategies, improvement of teaching references in terms of making learning planning, optimizing the educational functions and educational goals embodied in the school's vision and mission. Keyword: Supervision of Education, Schools.
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Nahrowi, Moh. "Urgensi Supervisi Pendidikan Di Sekolah." Auladuna : Jurnal Prodi Pendidikan Guru Madrasah Ibtidaiyah 3, no. 1 (June 17, 2021): 61–70. http://dx.doi.org/10.36835/au.v3i1.505.
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Quality of educational institutions is supported by several elements of the system including educational supervision carried out by school principals as supervisors as mandated by the Minister of National Education Regulation (Permendiknas) Number 13 of 2007 concerning Standards for Principals who must supervise education in the form of supervision and assessment of teacher performance. and employees who aim to assist teachers and employees in achieving educational goals ranging from planning, implementation and evaluation so that they can be optimal in carrying out institutional tasks within an organizational frame that leads to institutional quality. Educational supervision functions to coordinate all school efforts including all stakeholders in the school organization and expand experience through giving constructive criticism from the principal to teachers and employees. References for educational supervision include curriculum components, curriculum content and curriculum development strategies, improvement of teaching references in terms of making lesson plans, optimizing educational functions and educational goals as stated in the school's vision and mission.
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Khantawong, Kampon, Saowanee Sirisooksilp, and Dawruwan Thawinkarn. "Needs Assessment of Internal Supervision in Secondary Schools under the Office of Basic Education Commission." International Educational Research 4, no. 1 (June 22, 2021): p71. http://dx.doi.org/10.30560/ier.v4n1p71.
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The purpose of this research was to study the need assessment of internal supervision in secondary schools under the jurisdiction of the Office of Basic Education Commission, Thailand. A total of 944 teachers participated in the survey using multistage random sampling. The five scopes of internal supervision were investigated, namely, academic in curriculum development, development of learning process, evaluation and comparison of grades transfer, development of innovative media and digital technology, and educational supervision using a 43-items questionnaire. The need assessment results showed that the development of innovative media and digital technology (PNImodified=0.373) is the most essential scope of internal supervision according to respondents’ perceptions. This is followed by the development of the learning process (PNImodified=0.267), educational supervision (PNImodified=0.262), and evaluation and comparison of grades transfer (PNImodified=0.257). The least capacity scope is academic in curriculum development (PNImodified=0.246). The overall results imply that supervisors or school principals should attempt to ensure that internal supervisions are regularly operated to improve the teaching and learning process by paying more attention to the scope of development of innovative media and digital technology without ignoring the other four scopes.
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Noor, Muhammad. "Peningkatan Kinerja Guru melalui Supervisi Edukatif Kolaboratif secara Periodik." Journal of Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah 8, no. 1 (August 13, 2018): 45. http://dx.doi.org/10.18592/aladzkapgmi.v8i1.2177.
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The purpose of this study was to describe the steps of collaborative educative supervision periodically in preparing learning plans, implementing learning, assessing learning achievement, carrying out follow-up on student achievement learning. This research was carried out at MI Missbahussalam Sungai Punggu Lama Subdistrict Anjir Muara there was the 2017/2018 school year. This research is an action research and carried out two cycles with the stages of action preparation, action implementation, monitoring and evaluation, and reflection. Data collection techniques in this study consisted of four main activities, namely the initial data collection, data analysis results at the end of each cycle, and other responses from the teacher on the implementation of collaborative supervision of educational models. The data has been collected and then analyzed by using qualitative and quantitative analysis. Qualitative analysis is used to explain changes in teacher behavior in learning and supervisor behavior in implementing teacher supervision. The results showed that with peer supervision and collaborative educative can improve teacher performance in preparing learning plans, implementing learning, assessing learning achievement and follow-up on the results of assessment of student learning achievement.
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Wandi, Arnel. "Analisis Peran Supervisi Kepala Sekolah terhadap Pelaksanaan Tugas Pokok Guru; Studi Tindakan Sekolah di SMPN 2 Situjuah Limo Nagari." JPPI (Jurnal Penelitian Pendidikan Indonesia) 4, no. 1 (July 30, 2018): 71. http://dx.doi.org/10.29210/02018195.
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<p>The school supervision that carried out by the principal will have a significant impact of the implementation in the learning process by the teacher in the school. The implementation is also a manifestation of the effectiveness of learning programs in supporting the teacher's main tasks. However, preliminary studies in the field showed that in general the research subjects were still not optimal in carrying out their main tasks, such as the lack of a learning plan, less optimal use of learning media, evaluation not being compiled and the results of assessments not being used optimally. This study aims to provide the principal's supervision actions on the implementation of the teacher's main tasks through a series of treatments in two cycles. This research consists of 21 teachers at SMPN 2 Situjuah Limo Nagari, Lima Puluh Kota District. The results of the study have proven that the implementation of school principal’s supervision can improve the implementation of the main tasks.</p>
10
Syafaruddin, Syafaruddin, Mesiono Mesiono, and Indrasyah Sitompul. "Teacher Career Development Management at Madrasah Aliyah Negeri." AL-ISHLAH: Jurnal Pendidikan 13, no. 2 (August 31, 2021): 1312–24. http://dx.doi.org/10.35445/alishlah.v13i2.759.
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This study aims to analyze the management of teacher career development at MAN 2 Model Medan. The research focuses on planning, organizing, implementing, and evaluating teacher career development at MAN 2 Model Medan. This study uses a qualitative approach with a descriptive-analytical study method. Obtaining data using observation techniques, interviews, and document studies. Furthermore, the data were analyzed using data reduction techniques, data presentation, and drawing conclusions or data verification. The results of this study indicate that the management of teacher career development at the MAN 2 Medan Model is carried out effectively. It can be viewed from the aspects; (1) planning for teacher career development in the form of motivation and application of a conducive organizational culture (climate); (2) organizing human resources (HR) for teachers in madrasah through leadership support, technical meetings, coordination between madrasah leaders and vice-principals involving supervisors to improve teacher qualifications; (3) the implementation of teacher career development is carried out based on promotion, transfer, and promotion; (4) evaluation of teacher career development is carried out based on online-based supervision and teacher performance assessment. This research hopes that it can be used as a reference for further research on the management of teacher career development in Islamic educational institutions. This research also has implications for teachers in Islamic educational institutions to accelerate careers as educators in madrasah.
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Samilwati, Samilwati. "Peningkatan Kinerja Guru Dalam Menerapkan Model Pembelajaran Contextual Teaching And Learning (CTL) Melalui Kegiatan Supervisi Klinis." JIKAP PGSD: Jurnal Ilmiah Ilmu Kependidikan 3, no. 3 (September 18, 2019): 256. http://dx.doi.org/10.26858/jkp.v3i3.10228.
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. This study aims to determine the improvement of teacher performance in learning using the CTL learning model through clinical supervision in the Assistance Region I Kindergarten Pole Elo Mare District Bone Regency. This research is a School Action Research, because the research was conducted to solve the problem of the learning process at school and was carried out in 2 cycles with 2 meetings in each cycle. Based on the data analysis of the results of the study showed that the implementation of classroom supervision by the principal proved successful in improving teacher performance in managing the learning process by applying the contextual teaching and learning (CTL) learning model as evidenced by the increase in the results of observations made at 3 appraisers. In the aspects of the assessment of the Learning Implementation Plan (RPP) increased from 54.46 to 75.60 and 94.35 while the aspects of the assessment of the ability to plan learning increased from 54.63 to 70.83 and 87.96 and aspects of the ability to carry out learning, evaluation, and action continued from 55.77 to 68.91 and 81.73 at the end of the second cycle. Thus it can be concluded that the implementation of clinical supervision has proven to be effective in improving teacher performance in the Assistance Region I Kindergarten Pole Elo Mare District Bone in 2019 in applying the contextual teaching and learning (CTL) learning model.
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Kamsi, Kamsi. "MENINGKATAN KOMPETENSI GURU DALAM MENYUSUN RENCANA PELAKSANAAN PEMBELAJARAN (RPP) MELALUI SUPERVISI AKADEMIK." JURNAL PAJAR (Pendidikan dan Pengajaran) 3, no. 3 (May 8, 2019): 669. http://dx.doi.org/10.33578/pjr.v3i3.7234.
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This research is motivated by a lack of teacher competency in preparing a plan for implementing learning. This can be seen, the teacher does not design a plan for implementing the learning itself and the teacher is not able to provide an evaluation of what has been taught. It is not uncommon for teachers to teach improperly (carelessly taking responsibility). The purpose of this study is to improve teacher competency in preparing a learning implementation plan. This study uses the School Action Research design. School Action Research is carried out in four stages, namely planning, implementation, observation, and reflection, and carried out at least in two cycles. The results of the study prove that the assessment of the implementation plan for the learning of the Melayu Besar Elementary School 001 teachers in class IV and class V increased by 6 points or 30%. Whereas for the 002 Melayu Besar state Primary School in the fourth grade increased by 7 points or 35% and for class V increased by 5 points or 25%. Based on the results of the above research, researchers can conclude that by applying academic supervision can improve teacher competency in developing plans for implementing learning in the Melayu Besar 001 Elementary School and the Melayu Besar 002 Public Elementary School.
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Nurtanto, Muhammad, Nur Kholifah, Alias Masek, Putu Sudira, and Achmad Samsudin. "Crucial problems in arranged the lesson plan of vocational teacher." International Journal of Evaluation and Research in Education (IJERE) 10, no. 1 (March 1, 2021): 345. http://dx.doi.org/10.11591/ijere.v10i1.20604.
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<span>This study aimed to explore the implementation of the 2013 curriculum in vocational schools, Banten in terms of the readiness and quality of the learning tools that have been prepared. A total of 957 respondents from 2017 to 2018, consisting of four cities and three districts in Banten Province were involved in the training and mentoring program, namely vocational teachers and vice-principals in the curriculum field. Data were collected using questionnaire sheets, FGD notes, and observation check dates. The data obtained are analyzed and interpreted based on the specified categories. The results showed that: 1) Teacher readiness for learning tools in the components a) Core Competencies (CC) and Basic Competencies (BC) analysis of 45.31%, b) Program mapping of 38.37%, learning plan preparation of 39.45% and c) Learning evaluation of 36.78%; 2) The quality of lesson plan (LP) the science lesson plan analysis instrument (SLPAI) based is divided into two groups. The category "Quality" in the instructional program and instructional plan aspects, and the category "Moderate" in the instructional media and assessment and others aspects; and 3) The difficulty of learning device components, including authentic assessment, use of methods, literacy approaches, and lesson planning. The implementation of training, mentoring, and supervision programs are adjusted to the experience of vocational teachers taking into account the teacher's involvement in the implementation of the curriculum, age, and school readiness.</span>
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Defri, Jhon. "PENINGKATAN KINERJA GURU MATA PELAJARAN MELALUI IMPLEMENTASI SUPERVISI EKSTERNAL DINAS PENDIDIKAN DI SMKS NUR AZIZI TANJUNG MORAWA." JURNAL TEKNOLOGI INFORMASI & KOMUNIKASI DALAM PENDIDIKAN 7, no. 2 (December 2, 2020): 180. http://dx.doi.org/10.24114/jtikp.v7i2.23245.
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Abstrak: Penelitian bertujuan untuk meningkatkan kinerja guru mata pelajaran dalam kegiatan pembelajaran di Kelas, menjelaskan langkah-langkah supervisi edukatif eksternal secara periodik dalam menyusun rencana pembelajaran, menjelaskan langkah-langkah supervisi edukatif eksternal secara periodik dalam pelaksanaan pembelajaran, menjelaskan langkah-langkah supervisi edukatif eksternal secara periodik dalam melaksaksanakan evaluasi pembelajaran, menjelaskan langkah-langkah supervisi edukatif eksternal secara periodik dalam melaksanakan tindaklanjut pembelajaran (program remedial dan pengayaan). Hasil penelitian menunjukkan bahwa: kinerja guru meningkat setelah dilakukan supervisi eksternal dalam menyusun rencana, melaksanakan pembelajaran, penilaian dan tindak lanjut pada siklus pertama dan kedua. Berdasarkan hasil Penelititan kinerja guru meningkat pada; menyusun rencana pembelajaran pada siklus I 64% naik pada siklus II menjadi 94 %; melaksanakan pembelajaran pada siklus I 61% naik pada siklus II menjadi 88 %; menilai prestasi Belajar pada siklus 81 % naik pada siklus II menjadi 97 %; melakukan tindak lanjut pada siklus I 49 % naik pada siklus II menjadi 78 %. Kata Kunci: implementasi supervisi eksternal, dinas pendidikan, meningkatkan kinerja guru Abstract: The research aims to improve the performance of subject teachers in learning activities in class, explaining the steps supervision educative external periodic basis in preparing lesson plans, explain the steps supervision educative external periodically in the implementation of learning, explains the steps supervision educative external periodically in melaksaksanakan evaluation of learning, explains the steps periodic external educational supervision in carrying out a follow-up study (remedial and enrichment programs). The results showed that: the performance of teachers increased after external supervision in planning, implementing learning, assessment and follow-up on the first and second cycles. Based on the results Penelititan teacher performance increase on; prepare a lesson plan on the first cycle 64% rise in the second cycle to 94%; implementing learning in the first cycle 61% rise in the second cycle to 88%; Learning to assess achievement in cycle 81% rise in the second cycle to 97%; to follow up on the first cycle 49% rise in the second cycle to 78%. Keywords: implementation of external supervisors, department of education, improving teacher performance
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Marín García, Pablo-Jesús, Alberto Arnau-Bonachera, and Lola Llobat. "Preferences and Scores of Different Types of Exams during COVID-19 Pandemic in Faculty of Veterinary Medicine in Spain: A Cross-Sectional Study of Paper and E-exams." Education Sciences 11, no. 8 (July 27, 2021): 386. http://dx.doi.org/10.3390/educsci11080386.
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The World Health Organization (WHO) officially declared the novel coronavirus (COVID-19) as a pandemic on 11 March 2020, and educational institutions have had to modify most of their activities (face-to-face activities were suspended). This situation forced academic institutions to modify the evaluation format of students. The use of proctoring systems quickly became widespread, although some controversies arose. The two main discussions regarding these systems are the integrity of the assessment and the capacity of the students to adapt to this new assessment method, without changes in theirs scores. To elucidate two controversies, we have analyzed the preferences and the scores obtained from a trial of 660 scores from 332 students of the third grade of Veterinary Medicine. The experiment involved three modalities of exam: an online format from home using the Respondus Lockdown Browser system (Modality 1), online in person using the Respondus Lockdown Browser system with the supervision of a teacher (Modality 2), or paper format in person with the supervision of a teacher (Modality 3). The results obtained showed that the students preferred Modality 1 (online at home with Respondus Lockdown Browser system). No statistical differences between the scores obtained by students were found between the three modalities analyzed. The proctoring system is a good method to adjudicate exams in higher education institutions, and the scores of students are similar to those obtained through traditional evaluation and control systems.
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Rodríguez Fuentes, Antonio, and José Luis Gallego Ortega. "An Analytical Perspective of the Reliability of Multi-Evaluation in Higher Education." Mathematics 9, no. 11 (May 27, 2021): 1223. http://dx.doi.org/10.3390/math9111223.
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It is urgent to evaluate the rest of the renewed elements within the university didactic action, overcoming the hegemony of traditional methods in which the professor constitutes as the sole evaluator. If autonomous and cooperative group-based learning is encouraged, self-assessment and co-assessment must also be promoted, apart from the traditional lecturing and evaluation by others. The assessing competence of Teacher Training degree students (n = 175) was researched, started with stratified sampling (in the second and fourth years), following a participant selection process in each group. The compiled data were subject to descriptive, inferential, and correlation analysis by means of statistical software. The results pointed to low execution levels as for the self-evaluation (individual and group), although a certain progress was identified in the four year students compared to those in their second year of study. A better execution in evaluation was observed in all students regarding co-assessment (among different work groups in the classroom) and assessment by others (towards the professor). The use of all types of assessment is proposed, having a certain awareness and training regarding self-evaluation, and counting with a full supervision and control over it. All in all, the advantages of multiple and democratic assessment surpass the drawbacks derived from them.
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Nyante, Gifty, Emmanuel Asare, Jonathan Quartey, and Samuel Koranteng Kwakye. "Physiotherapy Students Satisfaction on Clinical Learning Environment and Supervision at University of Ghana." Journal of Preventive and Rehabilitative Medicine 2, no. 1 (November 1, 2020): 32–39. http://dx.doi.org/10.21617/jprm2020.216.
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Background:Clinical education is an important and distinct part of health profession education in which students learn to consolidate theory into practice with the aim of gaining clinical competence and enhancing professional knowledge. Clinical knowledge and skills can be achieved through a conducive clinical learning environment with effective supervision. We aimedto determine physiotherapy students’ satisfaction on their clinical learning environment and supervision.Methodology:A cross-sectional study, which involved 85 physiotherapy students recruited with the convenience sampling technique from the Department of physiotherapy, University of Ghana who visited four accredited clinical sites. Participants who consented, completed an adapted Clinical Learning Environment, Supervision and Nurse Teacher Evaluation Scale. Data collected was analysed using SPSS (version 20.0). Pearson’s Chi-square was used to test for association between variables.Results:Almost all 80 (94.1%) participants were satisfied with the clinical learning environment only, while more than half 52 (61.2%) had average level of satisfaction with the clinical learning environment and supervision. Majority 60 (80%) of participants had a high level of satisfaction with supervision only. The association between the participants’ satisfaction on the clinical learning environment and supervision was statistically significant (P < 0.001).Conclusion:Physiotherapy students are generally satisfied with their clinical learning environment and supervision. Periodic assessment of physiotherapy students’ satisfaction with clinical learning environment and supervision may be carried out in order to improve clinical leaning. Keywords: clinical education,clinical learning environment, clinical supervision, clinical supervisor, students’ satisfaction.
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Nurhayati, Siti. "Improvement of Pedagogic Competency of Pendidikan Agama Islam and Budi Pekerti Teachers of Islamic Education by Online Learning Supervision in Cilacap District." International Conference of Moslem Society 3 (April 12, 2019): 149–61. http://dx.doi.org/10.24090/icms.2019.2367.
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The background of the problem of this study are: (1) the low pedagogical competence of the teacher in the making of the learning implementation plan (RPP), the implementation of the learning process and the implementation of learning evaluation; (2) the progress of communication and information technology, being realized or not, has an influence on the development of education. Such progress, inevitably drags the world of education to various changes in accordance with the needs and demands of the community; (3) improving education in the future requires information systems and information technology that not only function as supporting facilities, but rather as the main weapon to support the success of the world of education, so as to be able to compete in the global market; and (4) the importance of supervising online learning to improve the pedagogical competencies of Junior High School (SMP) teachers of the subject Pendidikan Agama Islam and Budi Pekerti in Cilacap District. Therefore, the purpose of this study is: “to analyze the increase in pedagogical competencies of Pendidikan Agama Islam and Budi Pekerti SMP Teacher by applying supervision of online learning in Cilacap District.” The design of this study uses the School Action Research (PTS) design which is a development of the design of Classroom Action Research (CAR) and carried out in four stages, namely planning, implementation, observation and interpretation, analysis and reflection, which is carried out in at least two cycles. The research location is the Working Area of the Supervisor of Islamic Education and Junior High School Characteristics in Cilacap District with the research subjects being all Teachers of Pendidikan Agama Islam and Budi Pekerti SMP in CilacapDistrict which are held for 3 (three) months, starting from January 2019 to the Month March 2019. Data collection techniques are observation and documentation, using data analysis techniques in the form of descriptive-qualitative and descriptive-quantitative. Based on several results of the study it can be concluded that the use of online learning supervision can improve the pedagogical competence of Pendidikan Agama Islam and Budi Pekerti SMP Teacher in Cilacap District. The increase occurred in: an increase in the average assessment of pedagogic competencies in the teachers of Pendidikan Agama Islam and Budi Pekerti SMP Teacher of Cilacap District, where the pre-cycle average was 62.63% with the criteria of "GOOD," then in cycle 1 it increased to 72 , 00% with the criteria of "GOOD," and finally in cycle 2 it increased again to 83.00% with the criteria "VERRY GOOD.".
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Sudiana, I. K., I. D. K. Sastrawidana, and N. P. S. Antari. "KENDALA GURU DALAM PENYELENGGARAAN PENILAIAN SIKAP." Jurnal Pendidikan Kimia Undiksha 2, no. 2 (September 30, 2018): 69. http://dx.doi.org/10.23887/jjpk.v2i2.21169.
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AbstrakPenelitian ini bertujuan untuk mengetahui penilaian sikap sebagai dampak pengiring pembelajaran kimia. Penelitian ini menggunakan jenis penelitian kualitatif dengan pendekatan fenomenologi. Subjek dalam penelitian ini adalah guru kimia. Aktivitas dalam penelitian ini yaitu penilaian sikap yang dilaksanakan oleh guru meliputi aspek perencanaan, pelaksanaan, penilaian, dan pengawasan. Metode pengumpulan data yang digunakan dalam penelitian ini adalah observasi, wawancara, dan studi dokumen. Data penelitian ini dianalisis menggunakan teknik kualitatif deskriptif. Teknik pemeriksaan keabsahan data dalam penelitian ini adalah menggunakan dua teknik triangulasi yaitu triangulasi sumber dan metode. Hasil penelitian ini menunjukkan bahwa, (1) guru kimia menyusun perencanaan penilaian sikap dengan mencantumkan semua sikap spiritual dan sikap sosial, serta merencanakan penilaian observasi, penilaian diri, dan penilaian antarteman. Namun mengalami hambatan dalam pelaksanaan sehingga tidak semua perencanaan penilaian sikap dapat dilakukan, (2) pada pelaksanaan guru melaksanakan pembelajaran tidak langsung yang berdampak pada pembentukan karakter siswa yang dilakukan dengan keteladanan, nilai karakter yang dimunculkan yaitu religius, toleran, disiplin, jujur, kerjasama, tanggung jawab, percaya diri, dan santun sedangkan guru menilai sikap hanya empat aspek nilai karakter yaitu tanggung jawab, rasa ingin tahu, disiplin, dan jujur, (3) penilaian sikap yang dilaksanakan oleh guru hanya menggunakan penilaian observasi dengan jurnal sedangkan penilaian antarteman dan penilaian diri tidak dilakukan karena hasil penilaian antarteman dan penilaian diri tidak sesuai dengan penilaian observasi yang dilaksanakan oleh guru saat pembelajaran, (4) proses pengawasan yang dilakukan didapatkan bahwa guru kimia mengalami kesulitan melakukan penilaian sikap karena instrumen yang berubah- ubah, jumlah siswa yang banyak, dan karakter siswa yang berbeda-beda.Kata kunci: penilaian sikap, dampak pengiring, karakterAbstractThis study aims to determine the assessment of attitude as an impact of chemistry learning accompaniment. This research uses qualitative research with a phenomenological approach. The subjects in this study were chemistry teachers. Activities in this research are attitude assessment carried out by teachers including aspects of planning, implementation, evaluation, and supervision. Data collection methods used in this study were observation, interviews, and document studies. The data of this study were analyzed using descriptive qualitative techniques. The data validity checking technique in this research is to use two triangulation techniques, namely source and method triangulation. The results of this study indicate that, (1) the chemistry teacher prepares an attitude assessment plan by listing all spiritual attitudes and social attitudes, as well as planning observations, self-assessments, and interpersonal assessments. But experience obstacles in implementation so that not all attitude assessment planning can be done, (2) the implementation of the teacher implements indirect learning that impacts on the formation of student character which is done by example, the character values that appear are religious, tolerant, disciplined, honest, cooperation, responsibility, confidence, and courtesy while the teacher assesses the attitude of only four aspects of character values, namely responsibility, curiosity, discipline, and honesty, (3) the attitude assessment carried out by the teacher only uses observation observation with journals while interpersonal assessment and assessment self is not done because the results of peer assessment and self-assessment are not in accordance with the assessment of observations carried out by the teacher during learning, (4) the monitoring process carried out found that chemistry teachers had difficulty doing attitudes because of changing instruments, the large number of students, and character s different iswa.Keywords: attitude assessment, accompaniment impact, character
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Yusuf, Muhammad, and Yusra Jamali. "Kompetensi supervisi kepala sekolah Dalam pengembangan keprofesian berkelanjutan." SUSTAINABLE: Jurnal Kajian Mutu Pendidikan 2, no. 1 (June 3, 2019): 1–22. http://dx.doi.org/10.32923/kjmp.v2i1.979.
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Abstract
The principal has a strategic role in developing and intensifying teachers’ competencies, including sustainable professional development. The Principal is under an obligation to provide guidance, assistance, assessment and supervision to teachers related to the organization and development of pedagogical skills. An appointed principal with qualified supervisory skill in carrying out these duties is necessary to accomplish the guidance and supervision processes technically in well-balanced, stable and dynamic. Supervision responsibility can be actually carried out anytime and anywhere, but in an educational organization system, supervisors should be directly presented in controlling the continual direction and guidance for the development of teachers objectively. Sustainable professionalism development for professional teachers can be emphatically actualized by providing proper awards, teacher certification, education and training, provision of learning facilities, equal distribution of teaching and learning hours, and provision of incentives based on their duties and responsibilities. Endorsements of sustainable professionality development for professional teachers consist of self-development, scientific publications, and or innovative works. Every supervision result needs to be ceaselessly followed up with an ongoing evaluation in order to get a solution in achieving the improvement of teachers’ professionalism.
Abstrak
Kepala sekolah mempunyai peran strategis dalam upaya pengembangan dan peningkatan kompetensi guru, termasuk pengembangan keprofesian berkelanjutan. Kepala Sekolah bertugas memberikan bimbingan, bantuan, pengawasan dan penilaian kepada guru terkait dengan penyelenggaraan dan pengembangan pendidikan pengajaran. Kepala sekolah dalam melaksanakan tugasnya, dengan kompetensi supervisi dapat melakukan proses pembinaan dan pengawasan secara seimbang, stabil dan dinamis. Tugas supervisi sesungguhnya dapat dilaksanakan kapan saja dan di mana saja, tetapi dalam sistem organisasi pendidikan, supervisor perlu hadir secara langsung untuk memberi arahan dan pembinaan secara objektif. Upaya pengembangan keprofesian berkelanjutan bagi guru dapat dilakukan dalam bentuk penghargaan, sertifikasi guru, pendidikan dan pelatihan, penyediaan fasilitas pembelajaran, pemerataan jam pembelajaran, pemberian insentif sesuai beban tugas dan tanggungjawabnya. Penguatan pengembangan keprofesian berkelanjutan bagi guru, meliputi pengembangan diri, publikasi ilmiah, dan karya inovatif. Setiap hasil supervisi perlu ditindaklanjuti agar mendapatkan solusi dalam rangka peningkatan profesionalisme guru.
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., Edison. "UPAYA PENINGKATAN KINERJA GURU MATA PELAJARAN DI KELAS MELALUI IMPLEMENTASI SUPERVISI EKSTERNAL DI SMK NEGERI 5 MEDAN." JURNAL TEKNOLOGI INFORMASI & KOMUNIKASI DALAM PENDIDIKAN 7, no. 2 (December 2, 2020): 191. http://dx.doi.org/10.24114/jtikp.v7i2.23246.
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Abstrak: Penelitian bertujuan untuk meningkatkan kinerja guru mata pelajaran dalam kegiatan pembelajaran di Kelas, menjelaskan langkah-langkah supervisi edukatif eksternal secara periodik dalam menyusun rencana pembelajaran, menjelaskan langkah-langkah supervisi edukatif eksternal secara periodik dalam pelaksanaan pembelajaran, menjelaskan langkah-langkah supervisi edukatif eksternal secara periodik dalam melaksaksanakan evaluasi pembelajaran, menjelaskan langkah-langkah supervisi edukatif eksternal secara periodik dalam melaksanakan tindaklanjut pembelajaran (program remedial dan pengayaan). Hasil penelitian menunjukkan bahwa: kinerja guru meningkat setelah dilakukan supervisi eksternal dalam menyusun rencana, melaksanakan pembelajaran, penilaian dan tindak lanjut pada siklus pertama dan kedua. Berdasarkan hasil Penelititan kinerja guru meningkat pada; menyusun rencana pembelajaran pada siklus I 64% naik pada siklus II menjadi 94 %; melaksanakan pembelajaran pada siklus I 61% naik pada siklus II menjadi 88 %; menilai prestasi Belajar pada siklus 81 % naik pada siklus II menjadi 97 %; melakukan tindak lanjut pada siklus I 49 % naik pada siklus II menjadi 78 %. Kata Kunci: implementasi supervisi eksternal, dinas pendidikan, meningkatkan kinerja guru Abstract: The research aims to improve the performance of subject teachers in learning activities in class, explaining the steps supervision educative external periodic basis in preparing lesson plans, explain the steps supervision educative external periodically in the implementation of learning, explains the steps supervision educative external periodically in melaksaksanakan evaluation of learning, explains the steps periodic external educational supervision in carrying out a follow-up study (remedial and enrichment programs). The results showed that: the performance of teachers increased after external supervision in planning, implementing learning, assessment and follow-up on the first and second cycles. Based on the results Penelititan teacher performance increase on; prepare a lesson plan on the first cycle 64% rise in the second cycle to 94%; implementing learning in the first cycle 61% rise in the second cycle to 88%; Learning to assess achievement in cycle 81% rise in the second cycle to 97%; to follow up on the first cycle 49% rise in the second cycle to 78%.
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Simois, Francisco J. "A supervised method for unbiased peer-to-peer evaluation. An experience with engineering students." Multidisciplinary Journal for Education, Social and Technological Sciences 2, no. 2 (September 23, 2015): 65. http://dx.doi.org/10.4995/muse.2015.3738.
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<p class="Textoindependiente21">Continuous evaluation is an assessment method which has some appealing advantages but also implies an increase of the teacher’s efforts and it may be unfeasible if the class is large.</p><p class="Textoindependiente21">Of course, new technologies may be used to implement automatized evaluations, but it is usually quite difficult to carry them out when a complex task like an engineering problem is to be judged.</p><p class="Textoindependiente21">An interesting alternative is a peer-to-peer evaluation, that is, the students themselves review their works. Nevertheless, one drawback is that it is likely that the grades are overrated. Although this is a well-known problem, not much effort is usually put into solving it. In this work we propose a novel method to limit this inconvenience, which is that the teacher randomly supervises a fraction of the students tasks.</p><p class="Textoindependiente21">In this paper we present the results of such an experience carried out in a Signal Processing course within a Robotics Engineering degree. More precisely, four different sets of problems were solved by the teacher in class. At the same time, they were peer-to-peer reviewed by the students, following the indications given by the professor. Later, when the random supervision is performed, a penalty is applied if a major flaw in a student’s evaluation is detected. Thanks to this strategy, the scores tended to be more and more accurate according to the teacher’s criteria.</p><p class="Textoindependiente21">Finally, the results of a survey anonymously fulfilled by the students to assess this experience are also presented.</p>
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Monika Grabowska. "OCENIANIE KOMPETENCJI STUDENTÓW – PRZYSZŁYCH NAUCZYCIELI JĘZYKA OBCEGO PRZEZ NAUCZYCIELI – OPIEKUNÓW PRAKTYK, NA PRZYKŁADZIE JĘZYKA FRANCUSKIEGO." Neofilolog, no. 53/2 (December 30, 2019): 195–211. http://dx.doi.org/10.14746/n.2019.53.2.4.
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The aim of this paper is to analyse how French teachers evaluate the didactic skills of students of the Institute of Romance Studies after their three-week teaching practice in a Polish middle or high school. We will be interested primarily in the descriptive evaluation written by the supervising school teachers, which affords an overview of the key competences of foreign language teachers in their own opinion (i.e. their personal theory of teaching) as well as of the terminology used to describe them and reflecting modern or more traditional conceptions of teaching. Our analysis will be carried out with reference to the competences highlighted in a self-evaluation tool, the European Portfolio for Students Teachers of Languages. Conclusions are drawn regarding not only the need to strengthen cooperation between the university and the school teachers to instil a reflective attitude, but also to strengthen the correlation between the tutors’ evaluation and the self-evaluation of thetrainees – not only to develop their autonomy, but also for formative assessment of both the student and the teacher.
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Et al., Phra Poompanya Athimootto (Ngamprom). "Model of Participative Academic Administration for Buddhist Temple Charity Schools." Psychology and Education Journal 58, no. 1 (January 20, 2021): 5510–17. http://dx.doi.org/10.17762/pae.v58i1.2167.
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The objectives of this research were 1) to study problems of participative academic administration for Buddhist Temple Charity Schools, 2) to develop a participative academic administration model for Buddhist Temple Charity Schools, and 3) to propose a participative academic administration model for Buddhist Temple Charity Schools. Mixed methods research was designed. In qualitative research, data were collected by in-depth interviews from 5 school administrators and from focus group discussion with 10 experts. The research tools were interview form and questions for focus group discussion, and data was analyzed by content analysis. In quantitative research, data were collected by using questionnaires from 381 teachers and 115 school administrators by multistage randomization. Data were analyzed using descriptive statistic consisted of percentage, frequency, mean, standard deviation and PNIModified of needs assessment. Results indicated that 1) problems of participative academic administration for Buddhist Temple Charity Schools in all 5 aspects has shown the suitability at a high level. 2) Development of a participative academic administration model for Buddhist Temple Charity Schools consisted of 1) curriculum development by managing teaching and learning in accordance with core curriculum, 2) teaching and learning management by arranging to encourage learners to do their own actions for students to think critically, 3) development and use of innovative media and educational technology by encouraging learners participate in activities and explore the need for courses, 4) educational supervision by organizing a teacher meeting before visiting students' homes and always evaluate the results of supervision, and 5) learning assessment and the transfer of grades according to the actual situation without bias. 3) A participative academic administration model for Buddhist Temple Charity Schools conducted the curriculum with the core curriculum, focus on students taking action and taking part in activities, encourage supervision, and evaluating results according to activities.
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Srisakonsub, Phatthranit, Namon Jeerungsuwan, and Pallop Piriyasurawong. "Student Relation Management on Cloud Technology for Academic and Internship Counseling Model in Rajabhat University." Higher Education Studies 9, no. 4 (October 22, 2019): 148. http://dx.doi.org/10.5539/hes.v9n4p148.
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The purposes of this study were: 1) to design a model of student relation management system on cloud technology for academic and internship counseling in Rajabhat University and 2) to assess a model of student relation management system on cloud technology for academic and internship counseling in Rajabhat University.
The research methods were of 2 stages: 1) the model design stage in which 1.1) documents, textbooks and related literature were reviewed and analyzed, and 1.2) the model was designed, using elements and guidelines obtained from those documentaries together with the Front-end Analysis of needs, learners, environment and technology; and 2) the model assessment stage which included 5 steps, namely, 2.1) constructing instruments for model assessment, 2.2) having 9 experts to assess the instruments, 2.3) analyzing the data obtained from the assessment, using mathematic mean (x̄) and standard deviation (S.D.), 2.4) improving the model according to the experts ‘advises, and 2.5) presenting the model.
It was found that the designed model was made up of 3 main components: 1) student relation management which consisted of 1.1) data base, 1.2) cloud technology, 1.3) creating relation, and 1.4) maintaining relation; 2) student relation activities of the management system on cloud technology that comprised 2.1) filtering teacher students’ demographic data, 2.2) connecting the data from the university with the university system, 2.3) publicizing information and news, 2.4) formulating academic counseling plan, 2.5) carrying out academic counseling, and 2.6) following up and evaluating; and 3) academic and internship counseling which was composed of 3.1) registration, 3.2) orientation, 3.3) supervision planning, 3.4) supervising, 3.5) academic counseling, following up the academic counseling, and 3.6) evaluation. The study revealed that the developed model was very appropriate to be used for academic and internship counseling.
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Hoddin, Muhammad Sholeh. "Peningkatan Kompetensi Guru Melalui Supervisi Akademik Biro III Pendidikan Dasar Dan Menengah Di SMA Nazhatut Thullab Sampang." KABILAH : Journal of Social Community 4, no. 1 (November 9, 2019): 38–47. http://dx.doi.org/10.35127/kbl.v4i1.3627.
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Abstrak:Biro III Bag. Dikdasmen adalah salah satu bagian yang secara struktural berada di bawah Ketua Yayasan Pondok Pesantren Nazhatut Thullab yang diberi wewenang sebagai pengembang dan evaluator pendidikan. Penelitian ini bertujuan untuk mengetahui bagaimana kegiatan supervisi dalam meningkatkan kualitas guru, yang dilaksanakan oleh tim supervisor yang dibentuk oleh Biro III Bag. Dikdasmen. Pendekatan yang digunakan dalam penelitian ini adalah deskriptif-kualitatif dengan bentuk studi kasus. Reduksi data (data reduction), penyajian data (data disply), dan verifikasi (verification) merupakan teknik analisa data yang digunakan dalam penelitian ini. Hasil dari penelitian ini adalah bahwa dalam kegaiatan supervisi akademik diawali dengan menyusun perencaan yang meliputi: tujuan, sasaran, penyusunan format instrumen dan waktu pelaksanaan supervisi akademik. Sedangkan dalam tahap pelaksanaannya, dalam supervisi akademik ini, Biro III Bag. Dikdasmen menggunakan teknik observasi kelas dan pembicaran individual yang bersifat sharing, artinya posisi supervisor bukan semata-semata sebagai atasan melainkan sebagai relasi. Evaluasi sebagai tahap akhir dari proses supervisi akademik, mengahasilkan penilaian dan tindaklanjut, yaitu berupa pembinaan, workshop dan promosi kenaikan status kepegawaian.
Kata Kunci: Kompetensi guru, supervisi akademik
Abstract: Biro III Bag. Dikdasmen is one part that is structurally under the Chair of the Nazhatut Thullab Boarding School Foundation which is authorized as an education developer and evaluator. This study aims to find out how supervision activities in improving the quality of teachers, carried out by the supervisory team formed by the Biro III Bag. Dikdasmen. The approach used in this study is descriptive-qualitative with the form of case studies. Data reduction, data disply, and verificationare data analysis techniques used in this study. The results of this study are that in academic supervision activities begin with preparing planning which includes: goals, objectives, preparation of the instrument format and the time for conducting academic supervision. While in the implementation stage, in this academic supervision, Biro III Bag. Dikdasmen uses class observation techniques and individual conversations which are sharing, meaning supervisor positions are not merely as superiors but as relationships. Evaluation is the final stage of the academic supervision process, resulting in assessments and follow-up, namely in the form of coaching, workshops and promotion of increased employment status.
Keywords: Teacher Competence, Academic supervision
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Peters, Joyce M. "Rural aide model: A method for serving the rural student with handicaps." Rural Special Education Quarterly 7, no. 4 (March 1987): 6–7. http://dx.doi.org/10.1177/875687058700700402.
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The challenge of appropriately serving children with handicaps who reside in rural areas is being answered in part by a rural aide training model developed by staff at Teaching Research in Monmouth, Oregon. The Rural Aide Model was designed to serve Oregon's developmentally disabled population, and uses an aide or paraprofessional who is trained in the components of the Teaching Research Data-Based Classroom Model. The approach involves supervision of the rural aide by a certified teacher in the school in whose classroom the student with handicaps and his rural aide work. Personnel interested in implementing this approach are trained in a five-day session accompanied by two follow-up visits to the aide's own work site. Training involves hands-on practica along with lecture and seminar sessions. Training is provided which assists the rural aide in assessment procedures, program planning and evaluation of student progress. Behavior modification techniques are woven throughout the instructional model.
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Grigoriev, S. G., M. I. Podbolotova, and Z. R. Fedoseeva. "In-depth model of professionally oriented practice undergraduates in the conditions of network interaction in the direction of preparation «Pedagogical education» (Teacher secondary education)." Психологическая наука и образование 20, no. 5 (2015): 130–41. http://dx.doi.org/10.17759/pse.2015200512.
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The article presents an in-depth model of professionally oriented practice undergraduates in the conditions of network interaction in the direction of preparation “Pedagogical education” (Teacher secondary education), implemented by the Moscow city pedagogical University in the context of the strategies of modernization of pedagogical education. In accordance with the developed design scheme in proposed model reveals the methodological approaches, principles, modalities of implementation and the structural and functional components: motivational value, target, content, technology and assessment-effective. Special attention is paid to the specificity of certain types of in-depth professionally-oriented practice of undergraduates in higher education institutions, providing training for senior secondary General education, ensuring the realization of the ideas of a modular approach and conditions of network interaction. It is suggested to consider at least two factors determine educational outcomes of students of a magistracy: the content characteristics of qualification levels; the complexity of evaluation of the quality of training. Formulated own optics on understanding of essence of pedagogical supervision. Presents the design scheme of selecting the content of different practices.
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Refdawati, Refdawati. "Meningkatkan Aktivitas dan Hasil Belajar PKn Dengan Model Pembelajaran Kooperatif Group Investigation (GI) pada Materi HAM di Kelas XI SMA Negeri 1 Muaro Jambi." Jurnal Ilmiah Dikdaya 9, no. 1 (April 22, 2019): 90. http://dx.doi.org/10.33087/dikdaya.v9i1.128.
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This study aims to improve the students’ activities and learning outcomes of Civics (PKn) subject by using the Cooperative learning model Group Investigation (GI) type, therefore learning is not only focused on teacher-centered but more emphasis on student activity. The study was designed as a classroom action research; with the research subjects were XI grade students of SMA Negeri 1 Muaro Jambi academic year 2017/2018 with 30 total number of students. This research was carried out in 2 cycles. Each published cycle, namely: (1) Planning, (2) Action, (3) Observation, and (4) Reflection. Data was taken using written tests, assessment sheets consisting of teacher activity observation sheets, active student observation sheets, and evaluation results. The results of the study show that indicators of success can be achieved in cycle 2, both from observing the activities of teachers in lesson preparation, observing student activities in attending lessons, and evaluating student learning outcomes. Students give positive responses to learning that are proven by students’ happiness in the classroom and students’undertsanding toward the lesson. This can be seen on the improvement of learning outcomes and supporting groups that are getting better. The conclusion was that the GI type cooperative learning model could improve students’ learning activities and outcomes in class XI of SMA Negeri 1 Muaro Jambi. The students are more enthusiastic in learning Civic (PKn), and become more active students in learning. The atmosphere of the investigation class encourages students to discuss and deepen their way of thinking by finding various alternative thoughts. The application of the GI type cooperative learning model can improve learning outcomes in class. This can be seen from the results of evaluations that show an improvement on students’ learning outcomes from 42.85% or 12 people (in the first cycle) to 92.86% or 26 people (in the second cycle). For the next researchers, it is suggested that the GI type cooperative learning model can be applied in teaching and learning activities in other high schools, so students can achieve maximum learning outcomes. The supervision program, empowering the MGMP, writing scientific journals, conducting research, taking part in an internship program and collaborating with colleagues.
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Rézio, Geovana Sôffa, and Cibelle Kayenne Martins Roberto Formiga. "Inclusion of children with cerebral palsy in basic education." Fisioterapia e Pesquisa 21, no. 1 (March 2014): 40–46. http://dx.doi.org/10.1590/1809-2950/428210114.
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The aim of the study was to analyze the inclusion of children with cerebral palsy in elementary schools. The sample consisted of 31 children between 1 and 11 years old, with a mean of 5 years and 2 months, coming from 2 rehabilitation centers and their leaders and teachers. As for functionality, 71% are Gross Motor Function Classification System (GMFCS) level I, 51.6% are diplegic and 58.1% had cerebral palsy during the prenatal stage. Regarding economic classification, 54.8% of the families were in class C. A neurological evaluation form was applied. A gross motor evaluation using the GMFCS; a socioeconomic assessment using the Brazilian Criteria for Economic Classification and the School Function Assessment were done. The results revealed that these children perform their activities in all aspects of the school participation, although they require constant supervision, moderate assistance and minimal adaptation. These results may be useful to better adapt the school environment, for a better targeting of assistance provided and to plan clinical interventions with these children.
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Sezgin, Ferudun, Ayşe Tınmaz, and Sezgin Tetik. "Opinions of school principals and teachers about teacher evaluation according to performance criteriaPerformans kriterlerine göre öğretmenlerin değerlendirilmesine ilişkin okul müdürü ve öğretmen görüşleri." Journal of Human Sciences 14, no. 2 (May 10, 2017): 1647. http://dx.doi.org/10.14687/jhs.v14i2.4557.
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The purpose of this study was to examine the opinions of school principals and teachers about the new implication process which teachers are being evaluated by school principals according to performance criteria. Phenomenological study design was chosen in this qualitative research. Participants were selected according to maximum variation sampling which is one of the purposeful sampling methods. Data were collected from 11 school principals and 14 teachers via semi-structured interview forms in Tokat city center. Data were analyzed according to descriptive analyzing technique. According to the results obtained in the study, participants stated that the purpose of current performance evaluation is the evaluation of teachers and to support their professional development. About the new application’s access to the purposes, while many of the teachers reported that the system could not achieve its goals, most of the school principals stated that the system would reach the goals with some shortcomings. Participants criticized the system for fast coming up and implementation. Participants stated that school principals were not qualified for this system. The most important strength of the system was defined as the teacher’s close awareness of the school principals. According to teachers’ views about the weaknesses of the system; the impact of conflicts or prejudices affecting school, school principals’ failure to take into account the criteria list, the existence of biased behaviors, the fact that principals were not educated in supervision, erroneous or incomplete practices in branch-specific evaluations, the deterioration of organizational peace. The majority of school principals reported that the applied system could contribute to the professional development of teachers, while the majority of teachers thought that the system would make a limited contribution. A two-day seminar was held with the school principals while training for teachers was not arranged by the Ministry of Education prior to the performance evaluation process. In the study, some suggestions were also made regarding the development of the current practice and the assessment of teacher performance in Turkey.Extended English abstract is in the end of PDF (TURKISH) file. ÖzetBu çalışmanın amacı öğretmenlerin performans kriterlerine göre okul müdürleri tarafından değerlendirildiği yeni uygulama konusunda okul müdürleri ve öğretmenlerin görüşlerini ortaya koymaktır. Nitel araştırma yöntemine göre tasarlanan bu çalışmada olgu bilim deseni benimsenmiştir. Çalışmada katılımcılar amaçlı örnekleme yöntemlerinden maksimum çeşitlemeye göre oluşturulmuştur. Tokat il merkezinde görev yapmakta olan 11 okul müdürü ve 14 öğretmenle yarı yapılandırılmış görüşme formu kullanılarak veri toplanmıştır. Veriler betimsel analiz tekniğine göre çözümlenmiştir. Araştırmada elde edilen verilere göre katılımcılar mevcut performans değerlendirme uygulamasının amacının daha çok öğretmenlerin değerlendirilmesi ve mesleki gelişimlerini artırma olduğu yönünde görüş belirtmişlerdir. Yeni uygulamanın amacına ulaşabilmesine ilişkin öğretmenlerin çoğunluğu sistemin amacını gerçekleştiremeyeceğini düşünürken okul müdürlerinin çoğunluğu bazı eksiklikler belirtmekle birlikte sistemin amacına ulaşabileceğini ifade etmektedirler. Uygulanma süreciyle ilgili katılımcılar sistemin bir anda gündeme gelmesi ve uygulanmasını eleştirmektedir. Katılımcılar okul müdürlerinin bu konuda yeterli olmadığını düşünmektedir. Sisteminin en önemli güçlü yanının okul müdürünün öğretmeni yakından tanıması olduğu ifade edilmiştir. Sistemin zayıf yönleri ile ilgili olarak öğretmenler; okulda yaşanacak çatışmaların veya önyargıların değerlendirmeyi etkilemesi, okul müdürlerinin kriter listesini dikkate almaması, taraflı davranışların varlığı, müdürlerin denetim konusunda eğitimli olmamaları, branşa özgü değerlendirmelerde hatalı veya eksik uygulama, örgüt barışının bozulması şeklinde görüş belirtmişlerdir. Okul müdürlerinin çoğunluğu uygulanmakta olan sistemin öğretmenlerin mesleki gelişimine katkı sağlayacağını belirtirken öğretmenlerin çoğunluğu kısıtlı katkı sağlayacağını düşünmektedir. Performans değerlendirme süreci öncesinde Milli Eğitim Bakanlığı tarafından öğretmenlere yönelik bir eğitim düzenlenmezken, okul müdürlerine iki günlük bir seminer düzenlenmiştir. Çalışmada ayrıca mevcut uygulamanın geliştirilmesi ile ilgili ve Türkiye’de genel anlamda öğretmen performansının değerlendirilmesi ile ilgili olarak birtakım önerilerde bulunulmuştur.
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Padagas, Reynold Culimay. "Nursing Students’ Expectations of their Clinical Instructors: Practical Implications in Nursing Education." Revista Romaneasca pentru Educatie Multidimensionala 12, no. 4 (2020): 393–410. http://dx.doi.org/10.18662/rrem/12.4/353.
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Nursing students learn under the responsibility of clinical instructors during their related learning experience (RLE). Generally, nursing students regard their clinical instructors as pivotal sources of foundational knowledge, skills, and values to develop themselves into competent and compassionate nurses. It is usual for them to leverage their expectations of their clinical instructors. The study aimed to uncover and learn from the nursing students’ expectations of their clinical instructors in terms of inductive codes such as teaching strategies, assessment of student learning outcomes, monitoring and evaluating learning progress, recognizing student efforts, professional mastery, and descriptions of ideal clinical instructors. This descriptive qualitative study employed thematic analysis to structured interview transcripts from conveniently sampled nursing students in a private university in the Philippines. During their RLE, the nursing students viewed that i.) clinical instructors utilize various teaching strategies; ii.) variety of assessment techniques are used revealing innate teacher values and some students' undesirable feelings towards their clinical instructors; iii.) limited techniques in monitoring and evaluating students' progress are employed; iv.) students have feelings of being denied of recognition; v.) teacher-student likeness, and some unwanted perceptions on professional mastery are essential; and vi.) caring attributes, cognitive, and clinical competence make up the ideal clinical instructors. The quality of nursing students is as good as the quality of their clinical instructors. Their clinical instructors primarily influence their level of confidence during the RLE. Findings suggest that clinical instructors need to rethink about their practices in ensuring quality instruction and supervision during RLE.
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Zulvah, Irvina. "Kompetensi Pedagogik Guru Pendidikan Agama Islam Sekolah Menengah Atas." MUDARRISA: Journal of Islamic Education 9, no. 1 (December 31, 2015): 270. http://dx.doi.org/10.18326/mdr.v5i2.270-298.
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Penelitian ini bertujuan untuk mengetahui realitas upaya guru Pendidikan Agama Islam (PAI) dalam meningkatkan kompetensi pedagogik di sekolah menengah atas (SMA) se-Kecamatan Bringin, Kabupaten pada tahun 2012, termasuk: (1) Untuk menentukan kompetensi pedagogik guru PAI, (2) Untuk mengetahui upaya guru PAI dalam meningkatkan kompetensi pedagogik, (3) Untuk mengetahui pelaksanaan kompetensi pedagogic guru PAI se-Kecamatam Bringin. Penilaian dilakukan penelitian kualitatif, informan terdiri dari guru PAI dan kepala sekolah. Penelitian ini menggunakan pendekatan deskriptif dengan metode kualitatif. Kesimpulan dari penelitian ini adalah (1) kompetensi pedagogik guru PAI SMA se-Kecamatan Bringin Semarang 2012 tergolong baik, terbukti dari latar belakang pendidikan guru yang linier dengan pelajaran yang diampu, pemahaman terhadap kompetensi pedagogik yang baik, persiapan alat pembelajaran dan manajemen pembelajaran yang sesuai dengan ketentuan (2) upaya untuk meningkatkan kompetensi pedagogik adalah dengan memperbanyak referensi mengenai kompetensi pedagogik PAI, menghadiri berbagai seminar, lokakarya, pelatihan, dan mengikuti Musyawarah Guru Mata Pelajaran (MGMP). Pihak sekolah juga melakukan upaya melalui evaluasi belajar, memeriksa pembelajaran, supervisi kelas, dan mendorong guru untuk menghadiri seminar pendidikan (3) Pelaksanaan pedagogik pembelajaran pendidikan Islam akan menentukan kualitas pembelajaran itu sendiri, dengan guru yang memiliki kompetensi pedagogik, manajemen pembelajaran akan berjalan lancar. This study aims to determine the reality of the efforts of teachers of Islamic religious education (PAI) in improving pedagogic competence at senior high school (SMA) throughout Bringin Semarang regency in 2012, including: (1) To determine the pedagogical competence of PAI teachers, (2) To know the efforts of PAI teacher in improving pedagogical competence, (3) To know the implementation of pedagogical competence in PAI. The assessment was conducted qualitative research to informants, both PAI teacher and the headmaster. This study uses a descriptive qualitative procedure. The conclusions are (1) pedagogical competence of PAI teachers at SMA 1 Bringin Semarang Regency 2012 is good, proven by the teachers’ linear education background with teaching load, understanding towards good pedagogic, the preparation of learning tools and management in accordance with the provisions (2) efforts to improve pedagogical competence are by reading various reference regarding it, attending seminars, workshops, trainings, and following deliberation subject teachers (MGMP), the school authorities make efforts through the evaluation of learning, classroom supervision, and creating opportunities for teachers to attend educational seminars (3) Implementation of pedagogic on learning Islamic education will determine the quality of learning itself. With teachers who have pedagogic competence, learning management will go smoothly. Kata kunci: kompetensi pedagogik, guru PAI, SMA
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Zulvah, Irvina. "Kompetensi Pedagogik Guru Pendidikan Agama Islam Sekolah Menengah Atas." MUDARRISA: Journal of Islamic Education 9, no. 1 (December 31, 2015): 270. http://dx.doi.org/10.18326/mdr.v5i2.781.
Full textAbstract:
Penelitian ini bertujuan untuk mengetahui realitas upaya guru Pendidikan Agama Islam (PAI) dalam meningkatkan kompetensi pedagogik di sekolah menengah atas (SMA) se-Kecamatan Bringin, Kabupaten pada tahun 2012, termasuk: (1) Untuk menentukan kompetensi pedagogik guru PAI, (2) Untuk mengetahui upaya guru PAI dalam meningkatkan kompetensi pedagogik, (3) Untuk mengetahui pelaksanaan kompetensi pedagogic guru PAI se-Kecamatam Bringin. Penilaian dilakukan penelitian kualitatif, informan terdiri dari guru PAI dan kepala sekolah. Penelitian ini menggunakan pendekatan deskriptif dengan metode kualitatif. Kesimpulan dari penelitian ini adalah (1) kompetensi pedagogik guru PAI SMA se-Kecamatan Bringin Semarang 2012 tergolong baik, terbukti dari latar belakang pendidikan guru yang linier dengan pelajaran yang diampu, pemahaman terhadap kompetensi pedagogik yang baik, persiapan alat pembelajaran dan manajemen pembelajaran yang sesuai dengan ketentuan (2) upaya untuk meningkatkan kompetensi pedagogik adalah dengan memperbanyak referensi mengenai kompetensi pedagogik PAI, menghadiri berbagai seminar, lokakarya, pelatihan, dan mengikuti Musyawarah Guru Mata Pelajaran (MGMP). Pihak sekolah juga melakukan upaya melalui evaluasi belajar, memeriksa pembelajaran, supervisi kelas, dan mendorong guru untuk menghadiri seminar pendidikan (3) Pelaksanaan pedagogik pembelajaran pendidikan Islam akan menentukan kualitas pembelajaran itu sendiri, dengan guru yang memiliki kompetensi pedagogik, manajemen pembelajaran akan berjalan lancar. This study aims to determine the reality of the efforts of teachers of Islamic religious education (PAI) in improving pedagogic competence at senior high school (SMA) throughout Bringin Semarang regency in 2012, including: (1) To determine the pedagogical competence of PAI teachers, (2) To know the efforts of PAI teacher in improving pedagogical competence, (3) To know the implementation of pedagogical competence in PAI. The assessment was conducted qualitative research to informants, both PAI teacher and the headmaster. This study uses a descriptive qualitative procedure. The conclusions are (1) pedagogical competence of PAI teachers at SMA 1 Bringin Semarang Regency 2012 is good, proven by the teachers’ linear education background with teaching load, understanding towards good pedagogic, the preparation of learning tools and management in accordance with the provisions (2) efforts to improve pedagogical competence are by reading various reference regarding it, attending seminars, workshops, trainings, and following deliberation subject teachers (MGMP), the school authorities make efforts through the evaluation of learning, classroom supervision, and creating opportunities for teachers to attend educational seminars (3) Implementation of pedagogic on learning Islamic education will determine the quality of learning itself. With teachers who have pedagogic competence, learning management will go smoothly. Kata kunci: kompetensi pedagogik, guru PAI, SMA
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Webb, Holbrook, and Kathy Harwell. "Teacher Supervision without Evaluation." Kappa Delta Pi Record 27, no. 3 (April 1991): 87–88. http://dx.doi.org/10.1080/00228958.1991.10531852.
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Usman, Usman. "Peningkatan Kinerja Guru Dalam Menerapkan Model Pembelajaran Contextual Teaching And Learning (CTL) Melalui Kegiatan Supervisi Klinis Pada MTsS Harapan Kab. Nagan Raya Tahun Pelajaran 2018/2019." Edunesia : Jurnal Ilmiah Pendidikan 1, no. 3 (November 1, 2020): 107–15. http://dx.doi.org/10.51276/edu.v1i3.84.
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Abstract: This study aims to determine the improvement of teachers’ performance in learning using the CTL learning model through clinical supervision at MTsS Harapan Kab Nagan Raya. This research is a school action research (School Action Research), the research was conducted and carried out in 2 cycles with 2 meetings in each cycle. The research stages were planning, implementing, observing and reflecting. The research subjects were 6 class teachers at MTsS Harapan in the 2018/2019 academic year. The data was obtained by having an observation and documentation. This school action research used 3 (three) assessment instruments, they were the Assessment of The Lesson Plan, the Learning Planning Ability, and the implementation of the lesson plan, Evaluation, and Follow Up. Data validation used triangulation data and source. The data analysis used a qualitative descriptive technique. Based on the data analysis, the research results showed that the implementation of classroom supervision by the principal has proven successful in improving the performance of teachers in Islamic Studies, Indonesian Language and Mathematics at MTsS Harapan Kab Nagan Raya, in managing the learning process by applying the contextual teaching and learning (CTL) model. The improvement of the results of the observations was made in 3 aspects of the assessment. In the Lesson Plan Assessment, it was increased from 54.46 to 75.60 and 94.35, while the aspect of assessing the ability to plan learning increased from 54.63 to 70.83 and 87.96 and the aspect of the ability to carry out learning, evaluation, action continued from 55.77 to 68.91 and 81.73 at the end of the second cycle. Abstrak: Penelitian ini bertujuan untuk mengetahui peningkatan kinerja guru dalam pembelajaran menggunakan model pembelajaran CTL melalui supervisi klinis di MTsS Harapan Kab Nagan Raya. Penelitian ini merupakan penelitian tindakan sekolah (School Action Research), penelitian dilakukan dan dilaksanakan dalam 2 siklus dengan 2 kali pertemuan pada setiap siklusnya. Tahapan penelitian yaitu perencanaan, pelaksanaan, observasi dan refleksi. Subjek penelitian adalah guru kelas di MTsS Harapan pada Tahun Pelajaran 2018/2019 yang berjumlah 6 orang. Teknik pengumpulan data dengan kegiatan observasi dan dokumentasi. Alat pengumpul data pada kegiatan penelitian tindakan sekolah ini menggunakan 3 (tiga) instrumen penilaian, yaitu Penilaian Rencana Pelaksanaan Pembelajaran (RPP), Instrumen Penilaian Kemampuan Merencanakan Pembelajaran, dan Instrumen Penilaian Kemampuan Melaksanakan Pembelajaran, Evaluasi, Tindak Lanjut. Validasi data menggunakan triangulasi data dan sumber. Analisis data menggunakan teknik deskriptif kualitatif. Berdasarkan analisis data hasil penelitian menunjukkan bahwa pelaksanaan supervisi kelas oleh kepala sekolah terbukti berhasil meningkatkan kinerja guru mata pelajaran PAI, Bahasa Indonesia dan Matematika di MTsS Harapan Kab Nagan Raya, dalam mengelola proses pembelajaran dengan menerapkan model pembelajaran contextual teaching and learning (CTL) dibuktikan dengan peningkatan hasil observasi yang dilakukan pada 3 apsek penilaian. Pada aspek penilaian Rencana Pelaksanaan Pembelajaran (RPP) meningkat dari 54,46 menjadi 75,60 dan 94,35 sedangkan aspek penilaian kemampuan merencanakan pembelajaran meningkat dari 54,63 menjadi 70,83 dan 87,96 dan aspek kemampuan melaksanakan pembelajaran, evaluasi, tindak lanjut dari 55,77 menjadi 68,91 dan 81,73 pada akhir siklus kedua.
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Malhotra, S., R. Hatala, and C. A. Courneya. "59. General medicine residents' perception of the mini-CEXs." Clinical & Investigative Medicine 30, no. 4 (August 1, 2007): 61. http://dx.doi.org/10.25011/cim.v30i4.2820.
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The mini-CEX is a 30 minute observed clinical encounter. It can be done in the outpatient, inpatient or emergency room setting. It strives to look at several parameters including a clinical history, physical, professionalism and overall clinical competence. Trainees are rated using a 9-point scoring system: 1-3 unsatisfactory, 4-6 satisfactory and 7-9 superior.
Eight months after the introduction of the mini-CEX to the core University of British Columbia Internal Medicine Residents, a one hour semi-structured focus group for residents in each of the three years took place. The focus groups were conducted by an independent moderator, audio-recorded and transcribed.
Using a phenomenological approach the comments made by the focus groups participants were read independently by three authors, organized into major themes. In doing so, several intriguing common patterns were revealed on how General Medicine Residents perceive their experience in completing a mini-CEX.
The themes include Education, Assessment and Preparation for the Royal College of Physicians and Surgeons Internal Medicine exam. Resident learners perceived that the mini-CEX process provided insight into their clinical strengths and weaknesses. Focus group participants favored that the mini-CEX experience will benefit them in preparation, and successful completion of their licensing exam.
Daelmans HE, Overmeer RM, van der Hem-Stockroos HH, Scherpbier AJ, Stehouwer CD, van der Vleuten CP. In-training assessment: qualitative study of effects on supervision and feedback in an undergraduate clinical rotation. Medical Education 2006; 40(1):51-8.
De Lima AA, Henquin R, Thierer J, Paulin J, Lamari S, Belcastro F, Van der Vleuten CPM. A qualitative study of the impact on learning of the mini clinical evaluation exercise in postgraduate training. Medical Teacher January 2005; 27(1):46-52.
DiCicco-Bloom B, Crabtree BF. The Qualitative Research Interview. Medical Education 2006; 40:314-32.
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Anwar, Mohammad. "The Model of Kiai in Human Resource Development Quality." Tarbiyatuna: Jurnal Pendidikan Islam 12, no. 1 (February 15, 2019): 82. http://dx.doi.org/10.36835/tarbiyatuna.v12i1.353.
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Pondok Pesantren is one of the organization/educational institute that is still valued as the second class compared with public educational institute. Hence, to show that the quality of education in pondok pesantren is able to compete with other institutions is by developing human resource that is conducted by Kiai. This research is to describe about the development of human resource in increasing the quality of education in pondok pesantren Diponegoro, Klungkung, Bali by using phenomenology perspective. In addition, this research is qualitative research with the form of case study. The findings of this research are: first, the model of Kiai in human resource development of teachers competence in this pesantren, are: 1) planning the human resource that is conducted by: a) arranging the planning which involves the structures, b) it is conducted in the first year and in the middle of the semester, c) planning the teachers based on the evaluation and analysis needs. 2) Recruiting the human resource by following the procedure and sunny ideology, high dedication, sincere, and competence, b) internal and external recruitment. 3) Selecting the administrative, written test, teaching, and interview. 4) Evaluating a) conducting formal and informal assessment, b) conducting class supervision periodically, c) assessing the work performance, loyalty, responsibility, obedient, honesty, and leadership, d) assessing by report model, e) compensation of teacher in the form of financial and non financial. 5) Human resource development by giving training program and meeting periodic. The second, the model of Kiai in developing the manager of human resource competence in this pesantren are: 1) planning human resource in a) recruiting the manager based on the human resource, b) selecting which is customized by the position needs, c) placing and appointing based on the duty and authority, d) developing the human resource by giving training, e) maintaining of well-being, f) integrating the human resource by leadership and communication, g) compensation the allowance of pesantren, h) discipline, i) discharging the position, 2) Implementing the strategy of human resource planning by: a) supplying, filtering and selecting, b) developing by giving training and mutation, continuing study to the higher level and mutation the position, c) maintaining of well-being, d) integrating by communication intensely in solving the problem in general, e) compensation of fee, f) discipline, it is pointed out whether to the students or manager who violate the rule, g) discharging which is caused by mutation, retired, and resigned.
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Raharja, Jien Tirta, and Trie Hartiti Retnowati. "EVALUASI PELAKSANAAN PEMBELAJARAN SENI BUDAYA SMA DI KABUPATEN LOMBOK TIMUR, NTB." Jurnal Penelitian dan Evaluasi Pendidikan 17, no. 2 (December 15, 2013): 287–303. http://dx.doi.org/10.21831/pep.v17i2.1701.
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Tujuan penelitian ini adalah mendeskripsikan pelaksanaan pembelajaran Seni Budaya di SMA Kabu-paten Lombok Timur. Pelaksanaan pembelajaran Seni Budaya dideskripsikan sesuai Permendiknas No.41 Tahun 2007, yang meliputi empat komponen, yaitu perencanaan, pelaksanaan, penilaian, dan pengawasan proses pembelajaran. Penelitian ini merupakan penelitian evaluasi dengan pendekatan kuantitatif deskriptif menggunakan Model Evaluasi Kesenjangan terdiri dari tiga tahap yaitu tahap telaah standar, tahap deskripsi penampakan di lapangan, dan tahap komparasi penampakan dengan standar yang ditetapkan. Sampel penelitian terdiri dari 5 sekolah negeri dan 3 sekolah swasta di Kabupaten Lombok Timur, dengan jumlah responden 256 orang, terdiri atas 8 guru Seni Budaya, 8 Kepala Sekolah, dan 240 siswa. Pengumpulan data menggunakan teknik observasi, angket, dan analisis dokumen. Instrumen pengumpulan data terdiri dari lembar observasi, angket, dan lembar dokumentasi. Validasi instrumen dilakukan dengan metode Expert Judgement, dan uji reliabilitas instrumen angket menggunakan estimasi Alpha Cronbach dengan koefisien sebesar 0,725. Data yang terkumpul dianalisis dengan teknik deskriptif kuantitatif. Kesimpulan hasil penelitian ini sebagai berikut. (1) Perencanaan proses pembelajaran kurang baik; (2) Pelaksanaan proses pembelajaran kurang baik; (3) Penilaian proses pembelajaran cukup baik; (4) Pengawasan proses pembelajaran kurang baik; (5) Secara keseluruhan, ada kesenjangan antara pelaksanaan proses pembelajaran Seni Budaya SMA di Kabupaten Lombok Timur dengan standar minimal Permendiknas No.41 Tahun 2007.Kata kunci: seni budaya______________________________________________________________AN EVALUATION OF CULTURAL ARTS LEARNING PROCESS AT SENIOR HIGH SCHOOLS IN LOMBOK TIMUR REGENCY, NTB Abstract This study aims at describing the Cultural Arts learning at senior high schools in East Lombok district. The Cultural Arts learning was described based on the Decree of Minister of National Education No. 41 of 2007, which involves four components, i.e. planning, implementation, assessment, and supervision of the learning process. The study was an evaluation research using a quantitative descriptive approach. The evaluation model used in this research was discrepancy evaluation model with three phases: standard analysis, description of the actual performances in the field, and comparison between the actual performances and the established standards. The samples were 5 public and 3 private schools in East Lombok Regency with 256 respondents, consisting of 8 Cultural Art teachers, 8 school principals, and 240 students. The data were collected by using observation technique, questionnaire, and documentation. The data collection instruments were observation sheets, questionnaires, and documentation sheets. Validation of the instrument was conducted by using expert judgement. To test the questionnaire reliability, this study used Alpha Cronbach estimation with a coefficient of 0.725. The collected data were analyzed using quantitative descriptive techniques. The results are as follows. (1) The planning of learning is not yet maximum; (2) The learning process is not yet maximum; (3) The assessment of the learning processes is quite good; (4) The supervision of the learning process also is not yet optimal; (5) In general, there is a discrepancy between the implementation of the learning process and the minimum standards which have been set in the Decree of the Minister of National Education No.41 of 2007.Keyword: cultural arts
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Dobrucki, Andrzej. "In Memoriam. Zygmunt Grzegorz Wąsowicz Ph.D." Archives of Acoustics 39, no. 1 (March 1, 2015): 151. http://dx.doi.org/10.2478/aoa-2014-0016.
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Abstract Zygmunt G. Wąsowicz, PhD emeritus of the Chair of Acoustics and Multimedia, Wrocław University of Technology, passed away on the 8th of January 2014. His whole professional career was associated with the acoustics. Dr. Z. Wąsowicz was born in Nowy Sącz in 1931. In 1956 he graduated from the Faculty of Telecommunications at the Wrocław University of Technology and started to work there in the same year. In 1966 he obtained the PhD title, under supervision of Professor Z. Żyszkowski, for the dissertation concerning the subjective criteria of nonlinear distortions in loudspeakers. His main interests of activity were room acoustics as well as subjective assessment of sound quality. He worked out the subjective method of loudspeaker evaluation for Polish Loudspeaker Company “Tonsil” – this method was based on so-called “the live apparent sound”. He worked also on computer methods of acoustical field modeling in rooms. The works mentioned above were pioneer and modern in Poland. He participated as an acoustician, in various designers groups at for example auditory halls of Faculty of Electronics. Dr. Wąsowicz was the outstanding academical teacher whom students liked very much. He was also a member of Polish Acoustical Society and worked for the Main Board as well as the Wrocław Division of this society. In periods 1979–1983 and 1994–1996 he was the vice-dean of Faculty of Electronics. He received many awards, for example Golden Cross of Merit, Knight’s Cross of the Order of Polonia Restituta, Medal of the National Education Commission and many awards from the Governors of Wrocław University of Technology and Institute of Telecommunications and Acoustics. In 1996 he was retired and beside of this he stayed in contact with Faculty of Electronics for many years. Wrocław acoustical community mourns the loss of Dr. Z. Wąsowicz.
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Freiberg, H. Jerome. "Teacher Self-Evaluation and Principal Supervision." NASSP Bulletin 71, no. 498 (April 1987): 85–92. http://dx.doi.org/10.1177/019263658707149814.
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Jenkins, John M. "Reflecting on Teacher Supervision and Evaluation." International Journal of Educational Reform 5, no. 4 (October 1996): 491–95. http://dx.doi.org/10.1177/105678799600500414.
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Azal, Abdul Qadimul. "Peningkatan Kompetensi Guru SMPN 3 Pademawu Dalam Menyusun Instrumen Penilaian Autentik Melalui Workshop." Wacana Didaktika 6, no. 01 (June 30, 2018): 27–40. http://dx.doi.org/10.31102/wacanadidaktika.6.01.27-40.
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In the result of academic supervision and the result of school self evaluation, the data was obtained that there were still many teachers at SMPN 3 Pademawu Pamekasan who did not understand how to develop the authentic assesment instruments. The teachers at SMPN 3 Pademawu Pamekasan get difficult to compile the autenthic assesments based on the 2013 curriculum. The problem of this study is how to increase teachers competency at SMPN 3 Pademawu Pamekasan in compiling the authentic assesment instruments through the workshop. This research is School Action Research (SAR). The qualitative data analysis used is the principles of data analysis, namely: reduction data, presentation data, and conclusion data. Meanwhile, for the quantitative data was obtained by using deseriptive analysis. The results indicated that the teachers competency at SMPN 3 Pademawu Pamekasan get further progress in compiling authentic assessment instruments from the first to the second cycle. The percentage of classical completeness increased from 53,20 % to 95,65 % and the classical everage increased from 53,20 to 66,63. The conclusion of this study is teachers competency at SMPN 3 Pademawu Pamekasan in compiling Authentic Assessment Instrument have increased through the workshop.
Abstrak
Pada hasil supervisi akademik dan hasil evaluasi diri sekolah diperoleh data bahwa masih banyak guru SMPN 3 Pademawu Pamekasan yang kurang memahami cara menyusun instrumen penilaian autentik. Guru SMPN 3 Pademawu Pamekasan merasa sulit untuk menyusun instrumen penilaian autentik sesuai tuntutan kurikulum 2013. Permasalahan pada penelitian ini adalah bagaimana meningkatkan kompetensi Guru SMPN 3 Pademawu dalam menyusun instrumen penilaian autentik melalui workshop. Penelitian ini merupakan penelitian tindakan sekolah (PTS). Analisis data kualitatif digunakan prinsip-prinsip analisis data yaitu: reduksi data, penyajian data, dan penyimpulan data. Sedangkan untuk data kuantitatif dilakukan analisis deskriptif. Hasil penelitian menunjukkan bahwa kompetensi guru SMPN 3 Pademawu meningkat dalam menyusun instrumen penilaian autentik dari siklus 1 ke siklus 2. Persentase ketuntasan klasikal meningkat dari 73,68% menjadi 95,65% dan nilai rata-rata klasikal meningkat pula dari 53,20 menjadi 66,63. Kesimpulan penelitian ini adalah kompetensi guru SMPN 3 Pademawu Pamekasan dalam menyusun instrumen penilaian autentik meningkat melalui workshop
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Hasanah, Miftahul Laili, and Muhammad Kristiawan. "Supervisi Akademik dan Bagaimana Kinerja Guru." Tadbir : Jurnal Studi Manajemen Pendidikan 3, no. 2 (November 24, 2019): 97. http://dx.doi.org/10.29240/jsmp.v3i2.1159.
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This study aimed at investigating the implementation of academic supervision by principals, from the planning, implementation, and follow-up. Academic supervision gave impact on teachers performance. Teachers evaluations will be seen from the lesson plan, the implementation of instruction, assessment of learners and the follow-up. To achieve these objectives, we used quantitative approach. Data were collected through observation and questionnaires using Likert scale. The analysis used was simple regression analysis. The results showed there was significant correlation between the academic supervision by principals towards the teachers performance. If the academic supervision increases, the teachers performance will also increase.
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Sudianto, Sudianto, and Kisno Kisno. "Potret kesiapan guru sekolah dasar dan manajemen sekolah dalam menghadapi asesmen nasional." Jurnal Akuntabilitas Manajemen Pendidikan 9, no. 1 (May 1, 2021): 85–97. http://dx.doi.org/10.21831/jamp.v9i1.39260.
Full textAbstract:
Kementerian Pendidikan dan Kebudayaan (Kemdikbud) menetapkan Asesmen Nasional untuk mensubtitusi Ujian Nasional. Penelitian ini bertujuan untuk memberikan gambaran sejauh mana guru-guru di sekolah dasar mempersiapkan diri mereka dalam menghadapi Asesmen Nasional, khususnya pada komponen pengetahuan mereka akan literasi membaca. Sebanyak 23 guru tersertifikasi maupun non sertifikasi dilibatkan sebagai responden. Para guru tersebut mengajar peserta didik mulai dari kelas I hingga kelas VI. Rancangan penelitian menggunakan rancangan pendekatan campuran antara kuantitatif dan kualitatif. Guru diminta untuk menjawab soal literasi membaca dan merancang soal literasi membaca mulai dari mode LOTS hingga HOTS. Hasil penelitian menunjukkan bahwa 70% guru mampu menjawab soal literasi membaca yang terdiri dari teks informasi dan teks fiksi. Guru tidak mengalami masalah dalam menyusun soal kategori LOTS, namun guru mengalami kesulitan dalam merancang soal HOTS. Kesulitan yang ditemukan adalah guru belum mampu menyusun stimulan soal secara kohesif dan koheren. Selain itu, 70% soal rancangan guru belum mencerminkan rumusan instruksi soal dengan baik sehingga menimbulkan keambiguan bagi peserta didik yang akan menyelesaikan soal-soal tersebut. Dengan demikian, sekolah menerapkan strategi penanganan khusus dengan menyelenggarakan lokakarya internal yang ditindaklanjuti dengan supervisi, monitoring, dan evaluasi secara berkala.AbstractEducation and Culture Ministry announced Nasional Assessment to replace National Exam. This study purposes to depict elementary teachers’ readiness to face National Assessment, particularly in reading literacy. There were 23 teachers involved as the participants. They, either certified or non-certified, taught students from grade 1 to grade 6. The design of the study applied mixed approaches between qualitative and quantitative study. The participants were asked to answer reading-literacy questions and construct reading-literacy questions consisting both LOTS and HOTS levels. The result showed 70% teachers able to answer the questions consisting information and fiction texts. In other words, teachers found no problem in de-signing LOTS-based question, but they faced difficulty in constructing HOTS-based questions. These findings indicate teachers were not able to design cohesive and coherent texts. Besides, 70% of the questions did not meet the requirement of the well-structured instructions which led to ambiguity for students to solve the questions. Hence, the school management stipulated a special intervention by administering internal workshop followed up by supervision, monitoring, and evaluation carried out periodically.
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Amadi NS and Adejoh G. "Strategies for re-orienting agricultural education towards hands on experience in Rivers State Universities." GSC Advanced Research and Reviews 5, no. 3 (December 30, 2020): 064–73. http://dx.doi.org/10.30574/gscarr.2020.5.3.0114.
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The study examines the strategies for re-orienting agricultural education towards hands on experience in Rivers State Universities. The objectives of the study was to students’ assessment, teaching strategies, and administrative strategies for re-orienting agricultural Education Towards hands on experience in Rivers State Universities. Three research questions and hypotheses were formulated. The design of the study employed was a descriptive survey research design. The population of the study was 18 agricultural education lecturers from Rivers State Universities. The sampling technique used was census sampling technique, therefore all the population was used for the study. The instrument used for the study was a self-designed questionnaire. The instrument was vetted for validity and reliability. Cronbach Alpha reliability formula was used to establish the reliability of the study which gave a 0.95 reliability coefficient. The method of data analysis used were mean and standard deviation while independent sample t-test was used to test hypothesis at 0.05 level of significance. Findings showed that assessing students’ pedagogical knowledge, evaluating students’ agricultural content mastery, appraising students based on their practical competence, consistent use of demonstration farms, use of assignment/project method for teaching practical, close supervision of students during practical exercises, encouraging the use of farm workshops, approving awards of certificate of excellence only when students are able to demonstrate professional competences in farming, provision of instructional materials for teacher among others. The study recommended that administrators should place much emphasis on the need for students to display absolute competency in agricultural production before award of degrees, this will enforce students to take their practical works very serious.
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Marshall, Kim. "It's Time to Rethink Teacher Supervision and Evaluation." Phi Delta Kappan 86, no. 10 (June 2005): 727–35. http://dx.doi.org/10.1177/003172170508601004.
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Wahyuningsih, Wiwin, and Sofyan Anif. "Pengelolaan Supervisi Akademik Di SMPN 1 Todanan Blora." Manajemen Pendidikan 11, no. 2 (July 1, 2016): 114. http://dx.doi.org/10.23917/jmp.v11i2.2654.
Full textAbstract:
The aim of this study to describe the planning, implementation, feedback and follow-up of the academic supervision at Junior High School 1 Todanan Blora. This study includes qualitative research with ethnographic design. Research is located at Junior High School 1 Todanan Blora. The study begins from July 2015 to January 2016. The subjects of the research are principal, vice principal of curriculum, teachers of subjects. The technique of collecting data through observation, in-depth interviews, and documentation. The interview process uses first order understanding and second order understading. The validity of the data with simber triangulation of source, triangulation techniques, and triangulation of time. Data analysis technique uses flow method. The results of the study (1) The planning process of supervision contains making supervision schedule and assessment instruments of supervision conducted by the principal and vice principal of curriculum, (2) The implementation of academic supervision is carried out with the preparation of supporting supervision documents and continue with classroom observation by supervisors, (3) Feedback process of supervision is done by evaluating the academic supervision, as well as providing a solution to solve the problem experienced by teachers in teaching, (4) The follow-up of supervision is done by supervisor continuously and providing the opportunity for teachers to follow training activities to improve their capability of teaching.
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Harsono, Budi. "Efforts to Increase Teacher Motivation and Performance Through Supervision of Head Master SD Negeri 150 Seluma." SEMAR Journal : Educations Studies 1, no. 1 (April 30, 2020): 51–64. http://dx.doi.org/10.37638/semar.1.1.51-64.
Full textAbstract:
Target of research of action go to school this is to improve performance and motivation learn SDN 150 Seluma pass activity of headmaster supervision. Its research type is research of school action. Activity of this research consist of step planning of action, execution of action, observation, and refleksi. Technique analyse data use technique of obeservasi. Instrumen observation the used is appliance assessment of ability of teacher in the form of instrument assessment of teacher performance and motivation . Result of research show finding that headmaster supervision of SDN 150 Seluma school year 2016 / 2017 can improve motivation work cycle of I equal to 29% becoming 86% mounting 57% and performance learn SDN 150 Seluma in cycle of I from 43% mounting to become 86% or there is make-up of equal to 43%Keywords: headmaster supervision, teacher motivation, teacher perform
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Muhadis, Muhadis. "PENINGKATAN KINERJA GURU DALAM MELAKSANAKAN PENILAIAN BERBASIS KELAS MELALUI SUPERVISI AKADEMIK KEPALA SEKOLAH DI SDN BEBIE." Paedagoria | FKIP UMMat 9, no. 1 (April 1, 2018): 17. http://dx.doi.org/10.31764/paedagoria.v9i1.263.
Full textAbstract:
Abstrak: Tujuan diadakan Penelitian untuk mengetahui sejauh mana peningkatan kinerja guru dalam melaksanakan penilaian berbasis kelas melalui supervisi akademik Pengawas di SDN Bebie Kec.Praya Kab. Lombok Tengah tahun pelajaran 2016/2017. Hasil nilai 68,88 pada siklus l dengan prosentase kinerja guru secara kelompok/klasikal 37,5%, dapat meningkat pada siklus 2 menjadi 80,63 dengan prosentase kinerja guru secara kelompok/klasikal 100% sudah melebihi dari standar 85%. disimpulkan bahwa penerapan supervisi akademik Kepala Sekolah dapat meningkatkan kinerja guru dengan ketuntasan kelompok/kalsikal mencapai 100 %, dengan demikian penerapan supervisi akademik Kepala Sekolah efektif meningkatkan kinerja guru dalam melaksanakan penilaian berbasis kelas di SDN Bebie Lombok Tengah.Abstract: The purpose of this study to determine the extent to which improvements in teacher performance in implementing classroom-based assessment through supervision supervision supervision at SDN Bebie District Praya Central Lombok Tengah academic year 2016/2017. The result of score 68,88 in cycle 1 with the percentage of teacher performance in group / classical 37,5%, can increase in cycle 2 to 80,63 with the percentage of teacher performance in group / classical 100% already exceed from standard 85%. it is concluded that the application of academic supervision of principal can improve teacher performance with group / classical completeness reach 100%, thereby applying of principal academic supervision effectively improve teacher performance in carrying out class-based assessment at SDN Bebie Lombok Tengah.