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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Jurnal Tawadhu
Rahman Afandi
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KEPEMIMPINAN PENDIDIKAN DALAM IMPLEMENTASI PEMBELAJARAN DIFERENSIASI BAHASA ARAB Ibniyansah, M. Anjar Hoerul; Siswadi; Rahman Afandi
Jurnal Tawadhu Vol. 10 No. 1 (2026)
Publisher : Universitas Nahdlatul Ulama Al Ghazali Cilacap

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52802/twd.v10i1.2000

Abstract

Penelitian ini bertujuan untuk mendeskripsikan implementasi pembelajaran berdiferensiasi dalam pembelajaran bahasa Arab dan menganalisis hubungannya dengan kepemimpinan sekolah. Penelitian ini menggunakan desain studi kasus kualitatif yang dilakukan di kelas XI Satu SMA Bustanul Ulum NU Bumiayu. Data dikumpulkan melalui observasi, wawancara semi-terstruktur, dan dokumentasi, dan dianalisis menggunakan teknik kualitatif deskriptif. Temuan menunjukkan bahwa pembelajaran berdiferensiasi diimplementasikan melalui penyesuaian dalam konten, proses, dan produk. Diferensiasi konten tampak dalam memodifikasi kompleksitas materi dan strategi scaffolding. Diferensiasi proses tercermin dalam beragam aktivitas pembelajaran, kecepatan yang fleksibel, dan bimbingan adaptif. Diferensiasi produk diterapkan dengan menawarkan tugas alternatif, termasuk output visual, auditori, dan kinestetik-interaktif. Implementasi tersebut berkontribusi pada keterlibatan, kenyamanan, dan kepercayaan diri siswa. Studi ini juga menyoroti bahwa keberlanjutan inovasi pembelajaran sangat dipengaruhi oleh dukungan kepemimpinan sekolah, khususnya dalam menumbuhkan budaya berkualitas, mendorong fleksibilitas pedagogis, dan memperkuat kapasitas profesional guru.
SUPERVISI KLINIS SEBAGAI STRATEGI PENINGKATAN KOMPETENSI PEDAGOGIK GURU DI ERA PENDIDIKAN ABAD KE-21 Ika Verina; Yuli Dwi Bina Margarini; Rahman Afandi
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Completed
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.26025

Abstract

This study aims to examine clinical supervision as a strategy for improving teachers' pedagogical competence in the era of 21st century education. Clinical supervision does not merely function as a performance evaluation instrument, but rather as a structured collaborative process between supervisors and teachers aimed at continuously improving the quality of learning. The method used is library research with a descriptive-analytical approach to various relevant primary and secondary sources, including academic works from the UIN Prof. K.H. Saifuddin Zuhri Purwokerto environment. The results of the study show that: (1) collaborative-based clinical supervision is able to significantly improve teachers' pedagogical competence; (2) the role of the school principal as a learning leader is crucial to the successful implementation of clinical supervision; (3) the integration of technology in clinical supervision opens new opportunities in teacher professional development; and (4) constructive feedback is the key to the success of the supervision process. These findings have important implications for education managers in designing teacher professional development programs that are adaptive to contemporary educational dynamics.
TEKNIK SUPERVISI DAN EVALUASI PENDIDIKAN: KLASIFIKASI, IMPLEMENTASI, SERTA KELEBIHAN DAN KETERBATASANNYA Euis Farida; Rinawati; Rahman Afandi
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Completed
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.40015

Abstract

The quality of education cannot be separated from the effectiveness of planned and systematic supervision and evaluation. This article examines various techniques of educational supervision and evaluation, analyzes their implementation, and identifies the strengths and limitations of each technique. A library research method with a descriptive-analytical approach is employed. Findings indicate that supervision techniques fall into individual techniques (classroom visitation, classroom observation, individual conference, inter-class visitation, and self-evaluation) and group techniques (orientation meeting, teachers' meeting, study group, discussion, workshop, and experience sharing). Evaluation techniques include test techniques (written, oral, and performance) and non-test techniques (observation, interview, questionnaire, portfolio, rating scale, and reflective journal). An integrative approach combining various techniques synergistically represents the best strategy in supervisory and educational evaluation practice.
Co-Authors Euis Farida Ibniyansah, M. Anjar Hoerul Ika Verina Rinawati Siswadi Yuli Dwi Bina Margarini