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Soedjono Soedjono
Universitas PGRI Semarang, Indonesia
Education

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IMPLEMENTASI SUPERVISI KLINIS DIFERENSIASI DALAM MENINGKATKAN KUALITAS PEDAGOGIS PENDIDIK PENDIDIKAN ANAK USIA DINI: STUDI KASUS DI TK MUBAROK SALATIGA R. Rety Riesmawati Riesmawati; Maryani Maryani; Setiawati Setiawati; Soedjono Soedjono
Jurnal Manajemen Pendidikan Vol. 11 No. 1 (2026): Regular Issue (In Progress)
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jmp.v11i1.1329

Abstract

This study aims to analyze the implementation of differentiated clinical supervision in improving the pedagogical quality of early childhood education teachers at TK Mubarok Salatiga. The research is grounded in the existing gap in the quality of early childhood educators in Indonesia, where many teachers have not met the minimum academic qualification requirements, as well as the limited number of studies that specifically examine clinical supervision using a differentiated approach. Employing a qualitative case study design, the research involved the principal, six teachers, foundation representatives, and parents selected through purposive sampling. Data were collected through observations, in-depth interviews, and document analysis. The findings reveal that differentiated clinical supervision is implemented through systematic planning, execution across pre-conference, classroom observation, and post-conference stages, and the application of directive, collaborative, and non-directive approaches tailored to teachers’ characteristics. The results also show that differentiated clinical supervision significantly enhances teaching quality, teachers’ pedagogical competence, and their motivation to pursue higher academic qualifications.
PERAN KEPALA SEKOLAH DALAM IMPLEMENTASI SUPERVISI AKADEMIK BERBASIS COACHING GUNA MENINGKATKAN KOMPETENSI PEDAGOGIK GURU SMP NEGERI 3 PEKALONGAN Durotul Azizah; Triyono Triyono; Rika Septiyani; Soedjono Soedjono
Jurnal Manajemen Pendidikan Vol. 11 No. 1 (2026): Regular Issue (In Progress)
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jmp.v11i1.1631

Abstract

Objective: This research is based on the low teaching and pedagogical abilities of teachers. This study aims to obtain an overview of the implementation of coaching-based academic supervision in improving teachers' pedagogical competence. With the background of efforts to improve teacher competence through coaching-based academic supervision. This study focuses on how to plan, implement, and obstacles in coaching-based academic supervision. The coaching-based supervision process uses the TIRTA flow. TIRTA is a coaching model which is an acronym for Objectives, Identity, Action Plan, and Responsibility. This study uses descriptive research, data is collected through coaching interviews between the principal and teachers, observations by directly observing the academic supervision process, and documentation. The researcher's findings in the field after implementing academic supervision using coaching techniques have increased the quality of learning based on qualitative findings on the quality of learning. Qualitative findings from interviews also revealed that coaching techniques in academic supervision play a role in providing convenience and helping principals and teachers develop their potential optimally.
Implementasi Supervisi Akademik Berbasis Refleksi: Studi Kualitatif terhadap Praktik dan Persepsi Guru di SMK Andi Saputro; Soedjono Soedjono
Jurnal Manajemen Pendidikan Vol. 11 No. 1 (2026): Regular Issue (In Progress)
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jmp.v11i1.1660

Abstract

Supervisi akademik merupakan salah satu instrumen penting dalam manajemen pendidikan yang berperan dalam peningkatan mutu pembelajaran melalui pembinaan profesional guru. Namun demikian, pelaksanaannya di sekolah masih sering berfokus pada aspek evaluatif dan administratif, sehingga kurang memberikan ruang bagi guru untuk melakukan refleksi profesional secara mendalam terhadap praktik pembelajaran. Penelitian ini bertujuan untuk mengkaji implementasi supervisi akademik berbasis refleksi serta memahami bagaimana guru memersepsikan dan memaknai proses supervisi tersebut dalam konteks pengembangan profesional. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus di SMK Negeri 1 Blado sebagai satuan pendidikan menengah kejuruan. Data dikumpulkan melalui wawancara mendalam, observasi pembelajaran, dan studi dokumentasi, kemudian dianalisis secara tematik. Hasil penelitian menunjukkan bahwa supervisi akademik berbasis refleksi dilaksanakan melalui tahapan perencanaan, observasi kelas, dialog pascaobservasi, dan tindak lanjut yang menekankan komunikasi profesional serta refleksi bersama antara kepala sekolah dan guru. Guru memersepsikan supervisi akademik sebagai proses pembelajaran profesional yang bersifat dialogis, mendukung kesadaran reflektif, dan membantu mereka memahami praktik pembelajaran secara lebih kritis dan kontekstual. Kebaruan penelitian ini terletak pada penegasan supervisi akademik sebagai ruang pembinaan reflektif dalam manajemen pendidikan, yang dimaknai secara positif oleh guru sebagai sarana pengembangan profesional berkelanjutan, bukan semata-mata sebagai mekanisme pengendalian mutu pembelajaran.
Co-Authors Andi Saputro Durotul Azizah Maryani Maryani R. Rety Riesmawati Riesmawati Rika Septiyani Setiawati Setiawati Triyono Triyono