Hasil Supervisi Mutu Pendidikan pada Sekolah Model SMK Negeri 1 Pujut Tahun 2020

Abstract

This study aims to provide assistance to improve quality in accordance with national education standards or to exceed national education standards so that the formation of a quality culture in SMK Negeri 1 Pujut. This research was conducted using descriptive methods. The stages in the implementation of quality supervision, namely; (1) Mapping and validating school conditions, (2) Formulating future recommendations for solutions, (3) Assisting in implementing solutions, and (4) Evaluating their impacts and changes. The data analysis technique of this research is using descriptive analysis. The results of this study include; (1) The understanding of the quality standards at SMKN 1 Pujut is already good, indicated by the quality report cards that have reached SNP 4 with an achievement value of 5.74; (2) Implementation of the Internal Quality Assurance System (SPMI) at SMKN 1 Pujut has been carried out well, starting from quality mapping, planning, implementation, evaluation and standard setting; (3) Implementation of K13 at SMKN 1 Pujut is in accordance with the provisions; (4) Strengthening Character Education (PPK) at SMKN 1 Pujut has been running well, indicated by the results of PPK report cards reaching 6.48 towards SNP 4; (5) The School Literacy Movement (GLS) at SMKN 1 Pujut has achieved SNP with a score of 6.69; and (6) Implementation of UKS at SMKN 1 Pujut reaches 5.8 towards SNP 4.

Supervisi Manajerial dalam Meningkatkan Pelayanan Administrasi Pendidikan di SMA Negeri 1 Jonggat

“…Supervisi adalah kegiatan yang dilakukan oleh pengawas satuan pendidikan dalam rangka membantu kepala sekolah, guru dan tenaga kependidikan yang berguna untuk meningkatkan mutu dan efektifitas penyelenggaraan pendidikan (Mulyasa, 2012). Supervisi merupakan sebuah kegiatan yang tidak dapat terpisah dari seluruh proses administrasi pendidikan yang ditujukan untuk mengembangkan efektifitas kinerja personalia sekolah yang berhubungan dengan tugas-tugas utama pendidikan (Purwanto, 2002;Putra, 2021). Dalam Panduan Pelaksanaan Tugas Pengawas Sekolah/Madrasah dinyatakan bahwa supervisi manajerial adalah supervisi yang berkenaan dengan aspek pengelolaan sekolah yang terkait langsung dengan peningkatan efisiensi dan efektivitas sekolah yang mencakup perencanaan, koordinasi, pelaksanaan, penilaian, pengembangan kompetensi sumberdaya manusia (SDM) kependidikan dan sumberdaya lainnya (Ruhyanani et al, 2016;Syaiful, 2017).…”

Do Resources Support the Success of Education Curriculum?; Vocational School Context at Sinjai

“…The success of vocational education has been confirmed by a number of research results that prove that good curriculum management has improved the quality of the vocational school itself (Sista 2017), especially on its excellent input, process and output (Putra 2021), the existence of an infrastructure management (Yulius 2020), to the use of a blended learning model that generates student motivation and achievement (Syarif 2012). The information in the literature shows that the success of an educational curriculum at the vocational level has been supported by the human resources and infrastructure.…”

Qualitative analysis of the supervision process and identification of constraints that occur in supervision

“…Another fact shows that every teacher should teach with preparation and enthusiasm, but in fact, many come and just spend the lesson hours, this situation cannot be found quickly by supervisors (Mette et al, 2017;Pallawagau, Prihatin, & Suminar, 2017;Paul, Roy, & Roy-Chowdhury, 2018;Christmas, 2019). This apprehensive condition based on the results of the Directorate of Manpower's research also shows the weak coordination between supervisors and school principals, resulting in sub-optimal supervision (Rahmiyati, 2019;Putra, 2021;Rahayu, 2021). The unprofessionalism of school supervisors in optimizing their role in schools can be caused by a number of factors (Rahabav, 2016).…”