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All Journal IQRO: Journal of Islamic Education Didaktik : Jurnal Ilmiah PGSD STKIP Subang Didaktika: Jurnal Kependidikan Cerdika: Jurnal Ilmiah Indonesia Kelola: Jurnal Manajemen Pendidikan Jurnal Teknologi Pendidikan Dan Pembelajaran
Aslamiah
Universitas Lambung Mangkurat
Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Health Professions Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences Other

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An Adaptive Rapid Supervision (ARS) Model for Multigrade Classrooms in 3T (Disadvantaged, Frontier, and Outermost) Regions Sahbana Ridha; Ahmad Suriansyah; Aslamiah
Kelola: Jurnal Manajemen Pendidikan Vol. 13 No. 1 (2026)
Publisher : Universitas Kristen Satya Wacana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24246/j.jk.2026.v13.i1.p1-15

Abstract

Multigrade classrooms in Indonesia's 3T (Disadvantaged, Frontier, and Outermost) regions face unique pedagogical challenges that require adaptive supervision approaches different from single-grade contexts. This study developed the Adaptive Rapid Supervision (ARS) Model for multigrade classroom learning in 3T regions and assessed its validity, practicality, and initial benefit indications. The research employed an Educational Design Research approach through preliminary, prototype development, and limited trial evaluation stages. The research context was combined grade 3–4 classrooms at SDN Kecil Juhu and SDN Kecil Datar Batung. The ARS product comprises a model document and operational instrument package including brief pre-observation, one-page two-round observation instrument, four-level rubric, work evidence checklist, single-focus coaching guide, and weekly micro follow-up. Validation by two experts using a Likert scale (1–5) showed a mean of 4.26 (very high category). Limited trials across four sessions showed all ARS components were implemented within 23–28 minutes (mean 25.5 minutes). Process indicators showed improvements after micro follow-up: independent class interruptions decreased from a mean of 8 to 4 times per 10 minutes, on-task behavior increased from 62% to 76%, and rotation transitions improved from approximately 3 minutes to 1.5 minutes. Practitioner practicality and teacher acceptance fell in the very high category with means of 4.34 and 4.22 respectively. ARS is assessed as valid, practical, and has potential to strengthen evidence-based supervision in multigrade classrooms in 3T regions.
Co-Authors Ahmad Suriansyah Ahmad Widhoni Anisa Rizki Maulida Besse Maryani Celia Cinantya Citra Ayu Dewi Yulistiadi Diani Ayu Pratiwi Ervina Lailaturrahmah Herliani Ismawiyah Ismawiyah Khusnul Hatimah Maulida Irmayanti Nazwa Aprina Noor Hariani Noor Khalidah Novitawati Paridah Paridah Putera Kamarul Hidayat Rahmawati Rama Aditya Pratama Rama Meiagriza Rifa’atul Mahmudah Sahbana Ridha Sherwina Ranisa