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All Journal Cetta: Jurnal Ilmu Pendidikan Dinasti International Journal of Education Management and Social Science
Pratiwi, Ari Suci
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Education

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Implementasi Supervisi Akademik dalam Meningkatkan Kompetensi Pedagogik Guru di SMA Negeri 1 Gubug Pratiwi, Ari Suci; Kusumaningsih, Widya; Violinda, Qristin
Cetta: Jurnal Ilmu Pendidikan Vol 8 No 2 (2025)
Publisher : Jayapangus Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37329/cetta.v8i2.4162

Abstract

Education plays a strategic role in improving the quality of human resources, which is highly dependent on teacher competence, especially pedagogical competence. However, research shows that teacher pedagogical competence still needs to be improved. Academic supervision by the principal is the main strategy in improving this competence. This study aims to describe and analyze the implementation of academic supervision at SMA Negeri 1 Gubug with a descriptive qualitative approach. Data were collected through interviews, observation, and documentation, then analyzed through presentation, reduction, and drawing conclusions. The results of the study showed that 1) academic supervision planning was carried out periodically at the beginning of the school year and reviewed every semester. The supervision team consisting of the principal, vice principal, and senior teachers, prepared a supervision program based on the results of previous supervision and analysis of educational report cards, making schedules, preparing instruments, and selecting appropriate supervision approaches and techniques, 2) the implementation of academic supervision was carried out according to schedule without disrupting learning covering three stages: pre-observation, observation, and post-observation. Pre-observation was carried out by checking the learning administration and discussing teacher self-development in a relaxed atmosphere. Observation was carried out by observing the learning process directly in the classroom. Post-observation focuses on evaluating learning that has been carried out by teachers, 3) evaluation and follow-up of academic supervision involves joint reflection between supervisors and teachers to provide constructive feedback. individually through direct input and motivation to teachers, and classically through training facilitation such as In House Training (IHT), Workshops, and participation in Learning Communities (Kombel) and Subject Teacher Deliberations (MGMP). With structured academic supervision, improving teachers' pedagogical competence can be done optimally and sustainably.
Teacher Pedagogical Competence in the Framework of Academic Supervision Implementation at State Senior High School 1 Gubug Pratiwi, Ari Suci; Kusumaningsih, Widya; Violinda, Qristin
Dinasti International Journal of Education Management And Social Science Vol. 6 No. 4 (2025): Dinasti International Journal of Education Management and Social Science (April
Publisher : Dinasti Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38035/dijemss.v6i4.4486

Abstract

Pedagogical competence is a major factor in improving the quality of education, because it includes the ability to manage learning, understand students, and develop curriculum. One of the factors that contributes to improving teacher pedagogical competence is academic supervision. This study aims to 1) describe and analyze the application of academic supervision in improving teacher pedagogical competence at SMA Negeri 1 Gubug and 2) describe and analyze the implications of the application of academic supervision in improving teacher pedagogical competence at SMA Negeri 1 Gubug. Academic supervision is carried out through three stages, namely planning, implementation, and evaluation and follow-up. The approach used in this study is qualitative descriptive research. Data were collected through observation, interviews, and documentation involving the principal, teachers, and students as research subjects. The results of the study indicate that the application of academic supervision in improving teacher pedagogical competence includes increasing teacher ability to outline learning, master learning theories and principles of educational learning, develop curriculum/syllabus, organize educational learning, utilize Information and Communication Technology, evaluate the learning process and outcomes and develop student potential. With systematic academic supervision, improving teachers' pedagogical competence can take place effectively and sustainably.
Co-Authors Qristin violinda Widya Kusumaningsih