Electronic Theses and Dissertation

Supervisi klinis merupakan bimbingan profesional yang diberikan kepada guru berdasarkan kebutuhannya melalui siklus yang sistematis, dan merupakan upaya perbaikan keterampilan mengajar yang dapat meningkatkan mutu pembelajaran. penelitian ini bertujuan untuk mengetahui program supervisi klinis, tahapan-tahapan pelaksanaan supervisi klinis, dan faktor pendukung serta penghambat. metode yang digunakan dalam penelitian adalah kualitatif. teknik pengumpulan data adalah: observasi, wawancara dan studi dokumentasi. subjek penelitian adalahh: kepala sekolah, pengawas sekolah, dan guru. hasil penelitian adalah: (1) program supervisi klinis pada smp negeri 18 kota banda aceh disusun berdasarkan permasalahan yang timbul dan permintaan dari guru, program dibuat dalam bentuk permananen, berupa prosedur resmi, catatan jadwal pelaksanaan, serta instrumen supervisi klinis; (2) pada tahap ini guru melatih tingkah laku mengajar berdasarkan komponen keterampilan dasar mengajar yang telah disepakati pertemuan pendahuluan. di pihak lain supervisor mengamati dan mencatat atau merekam tingkah laku guru ketika mengajar, berdasarkan komponen keterampilan yang diminta oleh guru untuk direkam. tidak lupa juga supervisor mengamati guru bagaimana cara memulai kegiatan pendahuluan baik dari cara mengkondisikan siswa, memberikan apersepsi, motivasi dan yang lainnya. kemudian supervisor mengamati cara guru melaksanakan kegiatan inti seperti bagaimana siswa belajar, proses eksplorasi, elaborasi dan konfirmasi, mengamati cara guru menggunakan media atau metode pembelajaran, cara guru menstimulasi siswa dan lain sebagainya. dan yang terakhir supervisor mengamati guru membuat kesimpulan pembelajaran, melakukan refleksi penilaian, memberikan umpan balik, memberikan pt dan kmtt, menyampaikan rencana pembelajaran pertemuan berikutnya; dan (3) faktor pendukung pelaksanaan supervisi klinis adalah: adanya kemauan serta inovasi, pengawas, dan kepala sekolah sangat maksimal dalam menjalankan program supervisi klinis. sedangkan faktor penghambatnya adalah: kurangya pemahaman dan pengetahuan tentang pentingnya supervisi klinis, waktu yang tidak mencukupi, guru kurang bersemangat, perbedaan kualitas dan motivasi dalam mengajar, guru sering lupa metode dan media pembelajaran, dan kondisi guru yang bermacam latar belakang. kata kunci: supervisi klinis, mutu pembelajaran.

Clinical supervision is a professional guidance given to teachers based on their needs through a systematic cycle. It is one of an effort to improve teaching skills in order to improve the quality of learning. This research aimed to find out the clinical supervision program, steps in implementing clinical supervision, supporting, and obstacle factors. The method used in this research was qualitative. The data collection technique was observation, interview, and documentation study. The subject of this research was principal, school supervisors, and teachers. The result of the research revealed that: (1) the clinical supervision program at State Junior High School 18 of Banda Aceh was prepared based on problems that arose and requests from teachers, the program was made in a permanent form, in the form of official procedures, implementation schedule records, and clinical supervision instruments. (2) At this stage the teacher trains teaching behavior based on the components of the basic teaching skills that have been agreed upon in the preliminary meeting. On the other hand, the supervisor observes and records or records the teacher's behavior when teaching, at this stage the teacher practice the teaching behavior based on the components of the basic teaching skills which have been agreed upon in the preliminary meeting. In the other side, the supervisor observes and takes note or records the teacher’s behavior while teaching based on the skills component requested by teachers to record. The supervisor also observes the teacher how to start the opening activity from stimulating the student learning, providing apperception, motivation, and other. Then, supervisor observe the teacher how to do core activity such as how the students learn, the exploration process, elaboration, and confirmation, how the teacher use the media or learning method, how the teacher stimulate the students, and others. Lastly, the supervisor observes how the teacher drawing the learning conclusions, reflecting the assessments, providing feedback, giving structured assignment and unstructured independent activities, and submitting lesson plans for the next meeting; (3) The supporting factors in implementing the clinical supervisions were the supervisors and principal willingness and innovation in carrying out the clinical supervision program. The obstacles factors were: the lack of time, motivation, understanding and knowledge related to clinical supervision having by teachers, differences between quality and motivation in teaching, the teacher often forget the method and learning media, and other varios teacher’s condition. Keyword: Clinical Supervision, Teaching Quality