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All Journal Didaktik : Jurnal Ilmiah PGSD STKIP Subang Bersatu: Jurnal Pendidikan Bhinneka Tunggal Ika
Alina Halda Nur
Universitas Islam Negeri Syarif Hidayatullah Jakarta
Arts Humanities Education Social Sciences

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Supervisi Pembelajaran Jarak Jauh melalui Video Conference Alina Halda Nur; Mutiara Nur; Fatimah Azzahra
Bersatu: Jurnal Pendidikan Bhinneka Tunggal Ika Vol. 4 No. 1 (2026): Januari: Jurnal Pendidikan Bhinneka Tunggal Ika
Publisher : LPPM Politeknik Pratama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51903/bersatu.v4i1.1557

Abstract

Perubahan sistem pembelajaran menuju model pembelajaran jarak jauh (PJJ) menuntut penyesuaian dalam pelaksanaan supervisi agar kualitas pengajaran tetap terjamin. Artikel ini bertujuan menguraikan bagaimana supervisi akademik dilakukan melalui video conference, apa saja hambatan yang muncul, serta strategi yang dapat diterapkan dalam supervisi berbasis teknologi digital. Penelitian ini menggunakan metode studi literatur dengan menelaah berbagai referensi terkait supervisi, pemanfaatan teknologi dalam pendidikan, dan praktik supervisi secara daring. Hasil analisis menunjukkan bahwa penggunaan video conference membuat supervisi dapat berlangsung lebih fleksibel, efisien, dan tetap mendukung kegiatan observasi, pemberian umpan balik, serta pembinaan profesional secara langsung. Supervisi online juga berkontribusi pada peningkatan kompetensi guru, terutama dalam aspek pedagogis dan kemampuan mengelola pembelajaran digital. Meski demikian, sejumlah tantangan seperti keterbatasan kemampuan teknologi, akses perangkat dan jaringan, serta penyesuaian kurikulum masih sering ditemui. Temuan ini menegaskan perlunya pelatihan menyeluruh, penyediaan sarana digital yang memadai, dan penyusunan SOP supervisi daring guna memastikan mutu pembelajaran tetap terjaga selama PJJ berlangsung.
ANALISIS INTERNALISASI SIKAP PROFIL LULUSAN MAHASISWA PGMI BERBASIS LEVEL AFEKTIF Muthia Afifah; Nida Murwandini; Dita Ayu Nur Afrilia; Alina Halda Nur
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 No. 2, Juni 2026 Public
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.15118

Abstract

Affective domain self-assessment is frequently challenged by subjectivity and overestimation biases, often leading to excessively positive outcomes among students. This study aims to evaluate the affective attitude profile of Islamic elementary school teacher candidates based on Krathwohl’s affective taxonomy levels, focusing on the achievement of graduate profile dimensions. A descriptive quantitative method was employed through a survey involving 32 fourth-semester students of the Primary School Teacher Education (PGMI) program at UIN Syarif Hidayatullah Jakarta. Data were collected using a self-assessment instrument consisting of a 40-item questionnaire that measures eight graduate profile dimensions across five distinct affective levels. The data analysis revealed that the collective attitude quality of the students falls into an exceptionally high category. Specifically, 29 students (90.6%) achieved the "Highly Developed" status, signifying they have reached the characterizing level where core character values are fully internalized as spontaneous daily habits. Meanwhile, the remaining 3 students (9.4%) achieved the "Well Developed" status at the organizing level, demonstrating a stable internal value system that is still undergoing consolidation. These findings indicate a strong moral commitment among respondents, while simultaneously providing critical implications for the necessity of developing more objective and comprehensive affective assessment methods to validate self-reporting outcomes in higher education.
Co-Authors Dita Ayu Nur Afrilia Fatimah Azzahra Muthia Afifah Mutiara Nur Nida Murwandini