<![CDATA[Kemampuan matematis yang baik oleh guru matematika tentu akan berimplikasi terhadap kemampuan matematis peserta didiknya. Kemampuan matematis merupakan kemampuan dalam pemahaman, penalaran, koneksi, pemecahan masalah dan komunikasi dalam matematika. Hasil supervisi kelas terhadap guru matematika dalam proses pembelajaran utamanya di kegiatan inti diperoleh 85,71% dengan kualifikasi cukup. Hal demikian tentu masih jauh dari yang diharapkan oleh pengawas pembinanya. Salah satu alternatif usaha yang dilakukan dengan bimbingan berkelanjutan yang implementasi perkembangannya dicermati melalui supervisi kelas oleh pengawas madrasah. Penelitian ini bertujuan untuk meningkatkan kemampuan guru matematika dalam proses pembelajaran dan kemampuan matematis guru matematika tersebut. Penelitian ini dirancang menggunakan PTS/PTKp dengan 2 siklus. Dilaksanakan pada Semester Genap Tahun Pelajaran 2018/2019. Subjek penelitian adalah guru matematika. Objek penelitian, yaitu proses pembelajaran dan kemampuan matematis guru matematika. Teknik pengumpulan data melalui wawancara, diskusi, observasi (supervisi kelas), dan tes. Teknik analisis data menggunakan statistika deskriptif dan deskriptif kuantitatif. Hasil penelitian: (1) proses pembelajaran pada Siklus I, nilai 70 dengan kualifikasi cukup, dilanjutkan ke Siklus II, nilai 85 dengan kualifikasi baik; (2) kemampuan matematis guru matematika pada Siklus I nilai 68 dengan kualifikasi cukup menjadi 89 pada Siklus II dengan kualifikasi baik sekali. Peningkatan kemampuan guru matematika dalam proses pembelajaran sejalan dengan peningkatan kemampuan matematisnya. Kata Kunci: Kemampuan Matematis, Proses Pembelajaran, Supervisi Kelas Abstract: A good mathematical ability by mathematics teachers will certainly have implications for the mathematical abilities of their students. Mathematical ability is the ability in understanding, reasoning, connecting, solving problem and communicating in mathematics. The results of classroom supervision of mathematics teachers in the main learning process in core activities were obtained 85.71% with sufficient qualifications. This is certainly still far from what is expected by the supervisor. One alternative effort that can be carried out is ongoing guidance in which the development observed through classroom supervision by the madrasah supervisor. This study aims to improve the ability of mathematics teachers in the learning process and mathematical abilities of the mathematics teacher. This research was designed using PTS / PTKp with 2 cycles. Held in the even semester Academic Year 2018/2019. The subject of the research is the mathematics teacher. The objects of research are the learning process and mathematical ability of mathematics teachers. Data collection techniques through interviews, discussions, observations (class supervision), and tests. Data analysis techniques used are descriptive statistics and quantitative descriptive. The results of the study: (1) learning process in Cycle I, 70 with sufficient qualifications, continued to Cycle II, 85 with good qualifications; (2) mathematical ability of mathematics teachers in Cycle I is 68 with sufficient qualifications to be 89 in Cycle II with very good qualifications. Increasing the ability of mathematics teachers in the learning process is in line with the improvement of their mathematical abilities. Keywords: Mathematical Ability, Learning Process, Class Supervision]]>
