KEGURUAN ATAU
KEPENDIDIKAN
D.M. Ismal Bransika, M. Pd. I.
Kesimpulan :
Profesionalisme menekankan kepada penguasaan
ilmu pengetahuan atau kemampuan manajemen
beserta strategi penerapannya.
Untuk menjadi Profesional seorang guru dituntut
memiliki lima hal :
1. Imbalan kerja
2. Rasa aman dalam pekerjaan
3. Kondisi kerja yang baik
4. Kesempatan pengembangan diri
5. Hubungan pribadi.
Kompetensi Guru
Kompetensi (UU Guru/Dosen) adalah seperangkat
pengetahuan, keterampilan, dan perilaku yg harus
dimiliki, dihayati, dan dikuasai oleh guru dlm
melaksanakan tugas
keprofesionalannya.
Kompetensi guru (Pasal 10 UU Guru) yaitu :
a. kompetensi pedagogik,
b. kompetensi kepribadian,
c. kompetensi sosial,
d. kompetensi profesional
Kompetensi pedagogik, adalah kemampuan mengelola
pembelajaran peserta didik.
The next
Stage
Human
Relation
stage
1642-1865
THE
EARLY AS OLD AS
FORMAL
STAGE EDUCATION
SUPERVISOR
AS
INSPECTION
THE EARLY STAGE ASSUMTION
TEACHERS WERE NOT TO BE TRUSTED
SUPERVISORS HAD THE RIGHT TO INTERVENE
DIRECTLY IN THE CLASSROOM
SUPERVISOR WERE MEANT TO BE INSEPCTORS
Supervisor as Inspctor
School supervisor fulfilled their function by giving
directions, checking on compliance with prescribe
teaching techniques, and evaluating results of
instruction by teacher in their change. In an
authoritarian mode early supervisors set stricts for
their teachers to follow and visited classrooms to
check on how closely the teachers complied with the
stipulated requierements.
1920
THE
NEXT SUPERVI
SION
STAGE AS SCIENCE
GREATLY
INFLUNCE
BY
SCIENTIFIC
MANAGEMENT
THE SCIENCE STAGE ASSUMTION
GREAT FAITH WAS PLACED IN EDUCATIONAL
SUPERVISION
THE SUPERVISORY STAFF OF A SCHOOL SYSTEM
WOULD DETERMINE THE PROPER METHODS OF
INSTRUCTION
What happen in this period?
Teachers were regarded as instrument that should be
closely supervised to insure that they mechanically carried
out the method or procedure determined by administrative
and special supervisions. Scientific supervision look for
fixed principles of teaching drawn from the research which
can be related to teachers. The teachers than judged on
how well they follow the instructional principles in their
teaching. To supervisors of this persuasion teaching is a
science rather than an art and they believe that by
following a prescribed set of rules teachers are bound to be
successful.
1920-
1960
COORDINATING,
HUMAN INTEGRATING,
RELATION CREATIVITY,
STIMULATION,
ERA DEMOCRATIC
EMPATY TO
THE PEOPLE
HUMAN RELATION ERA ASSUMPTION
IF PEOPLE ARE HAPPY, THEY WILL BE
PRODUCTIVE
THE IMPROVEMENT OF THE PSYCHOSOCIAL
CLIMATE OF THE SCHOOL IS THE
LEGITIMATE CONCERN OF SUPERVISION
THE SUPERVISOR IS AN “IN BETWEEN”
PERSON IN SCHOOL SYSTEM
WHERE ARE WE NOW?
RETURN TO
INSPECTION
RETURN TO
SCIENTIFIC
SUPERVSISION
HUMAN RESOURCE
DEVELOPMENT
WHAT IS SUPERVISION?
SUPERVISION IS THE PROCESS OF OVERSEEING
THE ABILITY OF PEOPLE TO MEET GOALS OF THE
ORGANIZATION IN WHICH THEY WORK
What is Supervision?
Supervision consists of all activities leading to the
improvement of instruction, activities related to morale,
improving human relation, in-service education, and
curriculum development (Kimball Wiles)
Modern supervision is considered as any service for
teachers that eventually result in improving instruction,
learning and curriculum. It consists of positive, dynamic,
democratic actions designed to improve instruction
through the continued growth of all concerned individuals
– the child, the teachers, the supervisor, the administrator,
and the parent or other lay person (Ross L. Negley)
WHO IS REPONSIBILITY FOR SUPERVISION?
ANY ONE WHO ARE TRYING TO HELP TEACHER
IN IMPROVING THEIR CAPABILITY
TUJUAN SUPERVISI PENDIDIKAN
MEMBANTU GURU MELIHAT DENGA JELAS TUJUAN-
TUJUAN PENDIDIKAN
MEMBANTU GURU DALAM MEMBIMBING MURID
MEMBANTU GURU DALAM MENGGUNAKAN SUMBER-
SUMBER PENGALAMAN BELAJAR
MEMBANTU GURU DALAM MENGUNAKAN METODE-
METODE DAN ALAT PELAJARAN MODERN
MEMBANTU GURU DALAM MEMENUHI KEBUTUHAN
BELAJAR MURID-MURID
MEMBANTU GURU DALAM MENILAI KEMAJUAN MURID
DAN HASIL PEKERJAAN GURU ITU SENDIRI
MEMBANTU GURU DALAM MEMBINA REAKSI
MENTAL ATAU MORAL KERJA GURU DALAM RANGKA
PERTUMBUHAN PRIBADI DAN JABATAN MEREKA
MEMBANTU GURU BARU DI SEKOLAH SEHINGGA
MEREKA MERASA GEMBIRA DENGAN TUGAS DAN
TANGGUNG JAWAB YANG HARUS DIKERJAKANNYA
MEMBANTU GURU AGAR LEBIH MUDAH
MENGADAKAN PENYESUAIAN TERHADAP
MASYARAKAT DAN CARA-CERA MENGGUNAKAN
SUMBER-SUMBER BELAJAR YANG ADA DI
MASYARAKAT
MEMBENTU GURU AGAR DALAM MEMANFAATKAN
WAKTUNYA UNTUK MEMAJUKAN PENGAJARAN
FUNGSI SUPERVISI
MENGKOORDINASI SEMUA USAHA SEKOLAH
MEMPERLENGKAPI KEPEMIMPINAN SEKOLAH
MEMPERLUAS PENGALAMAN GURU-GURU
MENSTIMULASI USAH-USAHA YANG KREATIF
MEMBERIKAN FASILITAS DAN PENILAIAN YANG TERUS
MENERUS
MENGANALISIS SISTUASI BELAJAR DAN MENGAJAR
MEMBERIKAN PENGETAHUAN DAN SKILL KEPADA SETIAP
ANGGOTA STAFF
MENGINTEGRASIKAN TUJUAN PENDIDIKAN DAN MEMBANTU
MENINGKATKAN KEMAMPUAN MENGAJAR GURU-GURU
The Type of Supervision
The Type of
Supervision
Educational INSTRUCTIONAL
Supervision SUPERVISION
EDUCATIONAL SUPERVISION
(GENERAL SUPERVISION)
Responsibilities encompassing many aspects of
schooling, including administration, curriculum, and
instruction
INTSRUCTIONAL SUPERVISION
(SUPERVISION OF INSTRUCTION)
The Behavior
exhibited Is Directed
officially design. Influences Teachers
It is Not Behavior
Random
Facilitation of
Students Learning
A CONCEPTUALIZATION OF INSTRUCTIONAL
SUPERVISORY BEHAVIOR
CURRICULUM
TEACHING COUNSELING
DEVELOPMEN
BEHAVIOR BEHAVIOR BEHAVIOR
INSTRUCTIONAL STAFF
STUDENT
SUPERVISORY DEVELOPMENT
BEHAVIOR
BEHAVIOR BEHAVIOR
ADMINISTRATIVE
BEHAVIOR
SUPERVISORY BEHAVIOR SOURCES
ORGANIZATIONAL TEACHERS
GOAL NEEDS
INSTRUCTIONAL SUPERVISORY
BEHAVIOR
TEACHERS BEHAVIOR
INSTRUCTIONAL SUPERVISORY BEHAVIOR INFLUENCE
SYSTEM OF LEARNING AND TEACHING
ORGANIZATINAL
THEORY
TEACHING COUNSELING CURRICULUM
BEHAVIOR DEVELOPMEN
LEADERSHIP BEHAVIOR
BEHAVIOR
THEORY
COMMUNI
CATION INSTRUCTIONAL STAFF
THEORY STUDENT
SUPERVISORY DEVELOPMENT
BEHAVIOR BEHAVIOR BEHAVIOR
DECISION
THEORY
CHANGE ADMINISTRA
THEORY TIVE
BEHAVIOR
DIMENSI-DIMENSI SUPERVISI (KURIKULUM)
MENENTUKAN TUJUAN-TUJUAN PENGAJARAN
MENSURVAI KEBUTUHAN DAN MENGADAKAN PENELITIAN
MENGEMBANGKAN PROGRAM-PROGRAM DAN MERENCANAKAN
PERUBAHAN
MENGHUBUNGAN PROGRAM-PROGRAM DENGAN BERBAGAI
PELAYANAN KHUSUS
MEMILIH BAHAN DAN MENGALOKASIKAN SUMBER-SUMBER
MENGARAHKAN DAN MEMPERBAHARUI STAF PENGAJAR
MENYARAN KAN PERUBAHAN FASILITAS
MEMPERKIRAKAN PENGHELUARAN YANG DIBUTUHKAN
DIMENSI-DIMENSI SUPERVISI (PENGAJARAN)
MENGEMBANGKAN RENCANA-RENCANA
PENGAJARAN
MENGEVALUASI PROGRAM
BERINISIATIF MENEMUKAN PROGRAM-PROGRAM
BARU
MERANCANG KEMBALI ORGANISASI PENGAJARAN
MEMBAGI SUMBER-SUMBER PENGAJARAN
MEMBERIKAN NASEHAT DAN MEMABNTU GURU-
GURU
MENGELOLA PEMBIUAYAAN UNTUK PENGAJARAN
Ciri-ciri supervisi akademik :
1. Diberikan pada guru berupa bantuan, sehingga inisiatif
terletak di tangan guru.
2. Aspek yg disupervisi harus berdasarkan usul guru
3. Instrumen dan metode observasi dikembangkan
bersama oleh guru dan kepala sekolah
4. Umpan balik diberikan segera setelah selesai
pengamatan
5. Mendiskusikan hasil analisis dan data hasil
pengamatan dgn mendahulukan interpretasi guru.
6. Dilakukan secara tatap muka dan dlm suasana
terbuka.
7. Supervisor lebih banyak mendengarkan dan menjawab
pertanyaan guru daripada memberi pengarahan
8. Tahapan supervisi yaitu pertemuan awal, pengamatan,
dan pertemuan umpan balik
9. Pemberian penguatan thd perubahan perilaku yg
positif sebagai hasil pembinaan
10. Dilakukan secara berkelanjutan.
Prinsip-prinsip supervisi akademik :
1. Hubungan konsultatif, kolegial dan bukan hirarkis.
2. Dilaksanakan secara demokratis
3. Terpusat pada guru
4. Didasarkan pada kebutuhan guru.
5. Umpan balik berdasarkan data hasil observasi
6. Bersifat bantuan profesional.
Tahapan Supervisi Akademik :
A. Tahap pertemuan awal :