Peningkatan Kemampuan Berkomunikasi Dengan Peserta Didik Melalui Supervisi Klinis Bagi Guru SD Negeri 5 Surabaya Pada Semester I Tahun Ajaran 2016/2017
Vera Vonette, Ian Indrata, Hasondrorogo Daya, E. Kristanti, Arlawati Ginting
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引用次数: 0
Abstract
The ability of teachers to manage student interactions in learning activities relates to communication between students and other students, students with teachers and vice versa. The purpose of this study was to measure the improvement in the ability of Surabaya Elementary School 5 teachers to communicate with students after clinical supervision. This classroom action research was carried out by taking place at SD Negeri 5 Surabaya. The school's action research was conducted in the first semester of the 2016/2017 school year. The subject of this study was the teacher of SD Negeri 5 Surabaya, amounting to six teachers. The results of this study are the teacher's ability to communicate with students from cycle to cycle has increased, namely from prasiklus 33.86%, the first cycle of 66.08%, and the second cycle of 88.30%, so that the increase during the action is 54, 44%. Increases occur in all aspects. The increase in teachers' abilities was due to clinical supervision activities based on objective assessments that were delivered transparently to teachers, besides the implementation of supervision with a small number of teachers tended to facilitate communication between researchers, principals and teachers. The existence of such supervision increases the teacher's awareness of the importance of the ability to communicate with students, and raises the awareness of teachers that this ability is one aspect of teacher performance assessment.
教师在学习活动中管理学生互动的能力涉及学生与其他学生之间、学生与教师之间以及学生与教师之间的交流。本研究的目的是测量泗水小学五年级教师在临床督导后与学生沟通能力的改善。这个课堂行动研究是在SD Negeri 5 Surabaya进行的。学校的行动研究是在2016/2017学年的第一学期进行的。本次研究的对象为SD Negeri 5 Surabaya的教师,共6名教师。本研究的结果是教师与学生的沟通能力从一个周期到另一个周期都有所提高,即从prasiklus的33.86%,第一个周期的66.08%,第二个周期的88.30%,所以在行动过程中增加了54.44%。增长发生在各个方面。教师能力的提升主要是由于基于客观评估的临床督导活动以透明的方式提供给教师,以及少量教师参与督导的实施有利于促进研究人员、校长和教师之间的沟通。这种监督的存在增加了教师对与学生沟通能力重要性的认识,提高了教师对这一能力作为教师绩效考核的一个方面的认识。