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Karakteristik Peserta Didik dalam Proses Pembelajaran di SMK Nasional Berbah Setiawan, Farid; Sabhara, Harun; Harmita, Harmita; Ariyanti, Leni
ALSYS Vol 2 No 2 (2022): MARET
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (444.158 KB) | DOI: 10.58578/alsys.v2i2.246

Abstract

Education is a learning process to develop the potential of a person or group in an effort to improve one's self-quality in changing attitudes and behavior through training and teaching. Of course, in improving the quality of a person, a management is needed in the education. So that education that is conceptualized properly and correctly will produce outputs that can keep pace with the current developments. Management is also required. Management is also needed as an effective thing in achieving a goal that has been in accordance with what has been planned because it is very effective in achieving goals and carrying out all work correctly and in an organized manner. With learning management in schools, creating concepts that have previously been designed for later learning, will result in success in educational goals, of course by utilizing quality human resources.
Implementation of Coaching and Mentoring in Clinical Academic Supervision to Improve Teaching Quality in Secondary Schools Harmita, Harmita; Sainah, Siti; Wahyuningsih, Sri Wulan; Muspawi, Mohamad; Iryani, Eva; Denmar, Denny
Journal of Educational Sciences Vol. 10 No. 5 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.5.p.721-735

Abstract

Academic supervision plays an important role in improving the quality of classroom learning; however, it is often implemented as an administrative activity rather than as a developmental process. This study aims to investigate the implementation of coaching and mentoring within academic supervision to enhance teaching quality. The study employed a qualitative descriptive approach using the clinical supervision framework proposed by Cogan and Goldhammer. Six key informants participated in this study, consisting of two school principals as supervisors and four teachers who had experienced the supervision process. Data were collected through in-depth interviews, classroom observations, and documentation, and were analyzed using the interactive model of data analysis. The findings indicate that coaching and mentoring are systematically integrated across five stages of clinical supervision: pre-observation, classroom observation, analysis and interpretation, reflective feedback, and follow-up mentoring. The results show that collaborative planning, objective observation, reflective dialogue, and continuous mentoring support teachers in improving instructional practices. It can be concluded that the integration of coaching and mentoring within academic supervision creates a supportive professional learning environment that contributes to sustainable improvement in teaching quality and classroom learning.