Pemanfaatan Teknologi Dalam Pelaksanaan Supervisi Pembelajaran Di SMP

Asmarani, Ayu; Purwanti, Susi; Latief, Suryawahyuni

doi:10.35438/e.v9i2.509

Cited by 3 publications

(2 citation statements)

References 4 publications

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“…At the time of the pandemic the school principal was unable to carry out academic supervision due to the problem of unsupportive internet access where some teachers live in remote areas and the ability of teachers to operate IT is still low, especially teachers who are age adrift (Asmarani et al, 2021;Fatoni, 2022;Fendi et al, 2020;Hastowo & Abduh, 2021;Sanoto, 2021). In addition, the school principal also does not know for sure the mechanism of online academic supervision activities (Nurlaelah et al, 2022;Rindarti, 2021).…”

Section: Discussionmentioning

confidence: 99%

Problems Implementing Academic Supervision in Pandemic and New Normal Period in Senior High School

Menda,

Yari Dwikurnaningsih

2023

Mimb. Ilmu

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Implementing academic supervision in schools has yet to be carried out optimally. Supervisors still need to follow up on the results of supervision. This research aims to analyze the problem of implementing academic supervision during the pandemic and the new normal. This type of research is qualitative. The research subjects were school principals and teachers. Data was collected through interviews, open questionnaires, FGDs, and documentation studies. The data analysis technique uses descriptive qualitative analysis. The results of this study indicate that during the pandemic academic supervision activities could not be carried out due to the problem of unsupported internet access, teachers' ability to operate IT was still low, especially teachers who were age adrift and school principals did not know for sure the mechanisms for implementing online supervision. In the new normal period, the problem with this academic supervision activity was that the preliminary meeting stage was sometimes not carried out, so teachers were usually given a sudden schedule of supervision activities, academic supervision activities had not used a variety of approaches and methods, and follow-up supervision had not been carried out. It was concluded that during the pandemic and new normal, the implementation of supervision still experienced problems that needed to be of concern to the school principal so that in the future, the implementation of supervision could be carried out more optimally.

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Section: Discussionmentioning

confidence: 99%

Problems Implementing Academic Supervision in Pandemic and New Normal Period in Senior High School

Menda,

Yari Dwikurnaningsih

2023

Mimb. Ilmu

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“…Instructional e-supervision is a coaching mechanism for educators to enhance their professionalism and address teaching challenges by utilizing technological platforms, including Google Meet, Google Forms, and Google Docs [20,21,108]. Aligning with this, in accordance with the school supervisor performance guidelines outlined by the Ministry of Education and Culture (Kemendikbud) in 2022, especially in the wake of the preceding pandemic, supervisors were expected to incorporate technology in providing individual coaching and support for school principals and teachers.…”

Section: Principal Instructional E-supervision (Pis)mentioning

confidence: 99%

Elevating Teachers’ Professional Digital Competence: Synergies of Principals’ Instructional E-Supervision, Technology Leadership and Digital Culture for Educational Excellence in Digital-Savvy Era

Rasdiana,

Wiyono,

Imron

et al. 2024

Education Sciences

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The educational landscape has been significantly influenced by the rapid development of technology, especially in the instructional process. Examining teachers’ professional digital competence (TPDC) in Indonesia, a developing country, is of utmost importance. It is vital to comprehend the extent of professional digital competence among teachers to identify potential gaps and areas for improvement through training programs. This investigation aims to shed light on disparities and formulate strategies to bridge the digital divide. In this context, the principal’s instructional e-supervision (PIS) and technology leadership (PTL) play a pivotal role in nurturing a school’s digital culture (SDC). This culture is crucial for ensuring the effectiveness of the collaborative learning process that meets the needs of students in this digital-savvy era. Therefore, this study delves into the structural impact of PIS and PTL on TPDC mediated by SDC. Quantitative methods were employed to address research hypotheses through structural equation modeling (SEM) analysis with AMOS, utilizing inner and outer model techniques. Carried out in seven senior high schools in Indonesia, the research involved 257 productive teachers randomly selected from a population of 450. The findings revealed that PIS directly influences TPDC, albeit with the most negligible coefficient (0.192). Simultaneously, PTL directly impacts SDC (0.663) and TPDC (0.229). Moreover, SDC significantly influences TPDC (0.816). However, the direct coefficient of PTL has a more substantial impact on SDC than on TPDC. Consequently, the structural model suggests that PTL will profoundly influence TPDC when mediated by SDC (0.541). In light of these results, this study recommends the application of principal technology leadership-based humbleness for future research.

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New Design of Interactive Academic Supervision using the Waterfall Method to Improve Teachers' Pedagogical Competence

Pramita,

Satyawati,

Wahyudi

2024

j. lesson learning stud.

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One strategy for increasing a teacher's pedagogical competence is through academic supervision. However, its implementation has experienced many obstacles so far, so it has yet to be successful in improving teachers' pedagogical competence. This research aims to develop a new design for interactive academic supervision using the waterfall method to improve teacher pedagogical competence. This type of research is Research and Development (R&D) using the ADDIE model with a Mixed Method (sequential exploratory) approach. Research subjects included school principals, deputy principals for curriculum, and teachers—data collection techniques are done through interviews, documentation studies, observation, FDG, and questionnaires. The data collection instrument is a questionnaire. The data analysis techniques used in this research are qualitative descriptive analysis and quantitative descriptive analysis. The research results produce a waterfall-based academic supervision model and guide called SUPER WATER. Product validation results by supervision experts were 88%, and IT experts were 94% in the very high category. The test results by the principal were 91%, and five teachers were 91%. It was concluded that this product is suitable for use. The implication of this research is that Waterfall is an alternative technology that can be used to overcome problems that arise at this time.

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Pemanfaatan Teknologi Dalam Pelaksanaan Supervisi Pembelajaran Di SMP

Cited by 3 publications

References 4 publications

Problems Implementing Academic Supervision in Pandemic and New Normal Period in Senior High School

Problems Implementing Academic Supervision in Pandemic and New Normal Period in Senior High School

Elevating Teachers’ Professional Digital Competence: Synergies of Principals’ Instructional E-Supervision, Technology Leadership and Digital Culture for Educational Excellence in Digital-Savvy Era

New Design of Interactive Academic Supervision using the Waterfall Method to Improve Teachers' Pedagogical Competence

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