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All Journal RESLAJ: Religion Education Social Laa Roiba Journal
Sri Winarsih
UIN Prof. K.H. Saifuddin Zuhri Purwokerto
Religion Economics, Econometrics & Finance Education Environmental Science Social Sciences

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Implementasi Manajemen Supervisi Klinis Kolaboratif Berbasis Pengelolaan Kinerja Guru dalam Meningkatkan Kompetensi Pedagogik Guru di SD Negeri 1 Sindang Wahyu Septiani; Muh. Hanif; Ali Muhdi; Sa’diyah Handayani; Sri Winarsih
Reslaj: Religion Education Social Laa Roiba Journal Vol. 8 No. 8 (2026): RESLAJ: Religion Education Social Laa Roiba Journal
Publisher : Intitut Agama Islam Nasional Laa Roiba Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47467/reslaj.v8i8.12889

Abstract

Academic supervision in elementary schools is still often focused on fulfilling administrative requirements related to teaching and learning, and thus does not yet fully support the continuous improvement of teachers’ pedagogical competencies. This study aims to describe the implementation of collaborative clinical supervision management based on Teacher Performance Management in enhancing teachers’ pedagogical competencies at SD Negeri 1 Sindang. The study employed a qualitative approach using a case study design. The research subjects consisted of the principal and six teachers. Data were collected through interviews, observations, and document analysis, which included Teacher Performance Management documents, clinical supervision results, teacher reflections, and follow-up plans. Data validity was ensured through triangulation of sources and techniques, while data analysis utilized the interactive model by Miles, Huberman, and Saldaña, which includes data condensation, data presentation, and the drawing and verification of conclusions. The results of the study indicate that the implementation of clinical supervision is carried out through the stages of Teacher Performance Management analysis, an initial meeting (pre-conference), classroom observation, reflection (post-conference), and follow-up. Using Teacher Performance Management data as the basis for supervision enables school principals to objectively identify teachers’ professional development needs, design more targeted professional development programs, and provide guidance tailored to each teacher’s specific needs.  This implementation has led to an increase in teachers’ ability to design learner-centered instruction, implement differentiated instruction, utilize formative assessment, engage in instructional reflection, and develop ongoing follow-up strategies. This study produced a model for implementing collaborative clinical supervision management based on Teacher Performance Management, which integrates teacher performance data into all stages of supervision as a strategy for improving teachers’ pedagogical competencies and the quality of learning in schools.
Evaluasi Program Supervisi Akademik Berbasis Refleksi dalam Meningkatkan Efektivitas Manajemen Kelas Guru SMP Negeri 1 Kemangkon Anang Kurnia Wahab; Muh. Hanif; Ali Muhdi; Sri Winarsih
Reslaj: Religion Education Social Laa Roiba Journal Vol. 8 No. 8 (2026): RESLAJ: Religion Education Social Laa Roiba Journal
Publisher : Intitut Agama Islam Nasional Laa Roiba Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47467/reslaj.v8i8.12896

Abstract

This study aimed to evaluate the implementation of a reflective academic supervision program in improving teachers' classroom management effectiveness at SMP Negeri 1 Kemangkon. A qualitative evaluative approach employing the Context, Input, Process, Product (CIPP) evaluation model was adopted to assess program relevance, resource readiness, implementation quality, and program outcomes. Data were collected through in-depth interviews, classroom observations, and document analysis involving the principal, vice principal, teachers, and students selected using purposive sampling. Data were analyzed using the Miles and Huberman interactive model, while credibility was ensured through source triangulation, technique triangulation, and member checking. The findings indicate that, in the context dimension, reflective academic supervision corresponded closely with teachers' needs in addressing classroom management challenges. In the input dimension, the school demonstrated adequate readiness through structured supervision programs, competent school leadership, appropriate supervision instruments, and strong institutional support. Regarding the process dimension, evidence-based classroom observation, reflective dialogue, constructive feedback, and teacher reflection formed an integrated cycle of professional learning that promoted instructional improvement. In the product dimension, the program enhanced teachers' classroom management skills, increased student engagement, created a more conducive classroom climate, and strengthened teachers' professional confidence. This study proposes the Reflective Classroom Improvement Model (RCIM), which conceptualizes teacher reflection as the mediating mechanism linking academic supervision to classroom management effectiveness. The model extends the application of the CIPP framework beyond program evaluation by explaining the mechanism through which reflective supervision fosters sustainable professional growth and instructional improvement.
Co-Authors Ali Muhdi Anang Kurnia Wahab Muh. Hanif Sa’diyah Handayani Wahyu Septiani