SUPERVISI AKADEMIK DALAM UPAYA PENINGKATAN KOMPETENSI PEDAGOGIK GURU NON KEPENDIDIKAN DALAM PENYUSUNAN PERENCANAAN PEMBELAJARAN

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh penyelenggaraan supervisi akademik terhadap peningkatan kompetensi pedagogik guru dalam menyusun perencanaan pembelajaran. Penelitian dirancang dalam 2 siklus, yang masing-masing siklus terdiri dari kegiatan perencanaan, pelaksanaan, pengamatan, refleksi dan revisi. Tindakan yang dilakukan ialah supervisi yang dilanjutkan dengan pengumpulan komitmen dan bimbingan. Metode pengumpulan data yang digunakan ialah pengamatan dan wawancara. Metode analisis data yang digunakan ialah metode diskriptif-kualitatif. Hasil penelitian, secara kuantitatif menunjukkan adanya peningkatan kemampuan pedagogik guru dalam menyusun silabus dan RPP dari siklus 1 dan siklus 2. Berdasarkan data hasil tindakan dari siklus ke siklus, nampak ada perubahan atau perkembangan dari siklus 1 ke siklus 2. Kemampuan meumuskan indicator meningkat hingga 88%. Kemampuan menentukan bahan dan materi pembelajaran meningkat 85%. Kemampuan ABSTRACT This study aims to determine the effect of the implementation of academic supervision on increasing the pedagogic competence of teachers in preparing lesson plans. The research was designed in 2 cycles, each cycle consisting of planning, implementing, observing, reflecting and revising activities. The action taken is supervision followed by the collection of commitments and guidance. The data collection method used is observation and interviews. The data analysis method used is descriptive-qualitative method. The results of the study, quantitatively indicated an increase in the teacher's pedagogic ability in compiling the syllabus and RPP from cycle 1 and cycle 2. Based on the action data from cycle to cycle, there appeared to be changes or developments from cycle 1 to cycle 2. The ability to formulate indicators increased to 88 %. The ability to determine learning materials and materials increased by 85%. The ability to choose learning strategies and methods increased by 84%. The ability to choose media and learning tools increased by 80%. The ability to design learning evaluations increased by 79%. Looking at the data, it can be concluded that the academic supervision carried out by the principal was successful.