MODEL SUPERVISI PEMBELAJARAN MOLITâ€™O PAUD

JIV-Jurnal Ilmiah Visi Pub Date : 2018-06-22 DOI:10.21009/JIV.1301.7

Usman Modjo

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Abstract

Supervision is seen as important to be developed after taking into account the facts, problems, and stakeholders of PAUD in the exploration study in May 2017. The Moleconomic Instructional Supervision Model aims to (1) solve the problems faced by PAUD educators regarding PAUD education standards, (2) concepts that underlie the supervision of Molitiâ€™O instructional become one of the problems faced by PAUD educators regarding PAUD education standards, and (3) Finding a model of supervision of Molitiâ€™O instructional that can foster the imagination of learners. The results of the discussion show a model of supervision of instructional needs to consider the characteristics of the subject studied. Early-age children who are still in the preoperational stage require a model of instructional supervision that can foster the imagination within the learners as well as the deepening of a model of supervision of instructional Molitiâ€™O as well as guidelines for supervision of instructional Molitiâ€™O. References Arikunto, S. (2006). Dasar-dasar supervisi. Jakarta: PT Rineka Cipta. Mulyasa, E. (2007). Menjadi kepala sekolah profesional. Bandung: Remaja Rosdakarya. Prasojo, D.L. & Sudiyono. (2011). Supervisi pendidikan. Bandung: Remaja Rosdakarya. Purwanto, N. (2005). Administrasi dan supervisi pendidikan. Bandung: Remaja Rosdakarya. Pusat Pengembangan Tenaga Kependidikan. (2014). Supervisi akademik implementasi kurikulum 2013. Jakarta: Kemdikbud. Sahertian, A.P. (2008). Konsep dasar dan teknik supervisi pendidikan. Jakarta: Rineka Cipta. Sudjana, N., dkk. (2011). Buku kerja pengawas sekolah. Jakarta: Pusat Pengembangan Tenaga Kependidikan, Badan PSDM dan PMP Kemendiknas.

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在2017年5月的勘探研究中，考虑到PAUD的事实、问题和利益相关者后，监管被认为是重要的。Moleconomic教学监督模式旨在(1)解决PAUD教育工作者在PAUD教育标准方面面临的问题;(2)moliti_ - O教学监督的基础概念成为PAUD教育工作者在PAUD教育标准方面面临的问题之一;(3)寻找一种能够培养学习者想象力的moliti_ - O教学监督模式。讨论的结果表明，教学监督模式需要考虑被研究对象的特点。仍处于前运算阶段的幼儿需要一种能够培养学习者想象力的教学监督模式，也需要一种能够深化教学motiti - O监督模式以及指导教学motiti - O监督的指导方针。参考文献Arikunto, S.(2006)。Dasar-dasar supervisi。雅加达:PT Rineka Cipta。Mulyasa, E.(2007)。Menjadi kepala sekolah professional。万隆:Remaja Rosdakarya。Prasojo, D.L. & Sudiyono。(2011)。Supervisi pendidikan。万隆:Remaja Rosdakarya。Purwanto, N.(2005)。行政管理和监督管理。万隆:Remaja Rosdakarya。Pusat Pengembangan Tenaga Kependidikan。(2014)。监督学院实施2013年kurikulum。雅加达:Kemdikbud。Sahertian, A.P.(2008)。康普dasar dan teknik supervision in pendidikan。雅加达:Rineka Cipta。纽约州苏贾纳市。(2011)。Buku kerja pengawas sekolah。雅加达:Pusat Pengembangan Tenaga Kependidikan, Badan PSDM和PMP Kemendiknas。

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JIV-Jurnal Ilmiah Visi

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