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All Journal Didaktika: Jurnal Kependidikan Glosains: Jurnal Sains Global Indonesia
Evi Fitriyani
Universitas Persatuan Guru Republik Indonesia Semarang
Education Languange, Linguistic, Communication & Media Mathematics Other

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Supervisi Pendidikan dalam Meningkatkan Profesionalisme Guru Sekolah Dasar Evi Fitriyani; Hanum Fajar Susanti; Desy Dwi Widarwaty; Soedjono Soedjono
Didaktika: Jurnal Kependidikan Vol. 15 No. 1 Februari (2026): Didaktika Jurnal Kependidikan
Publisher : South Sulawesi Education Development (SSED)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/27454312.3645

Abstract

Supervisi pendidikan merupakan salah satu strategi penting dalam meningkatkan profesionalisme guru sekolah dasar melalui proses pembinaan yang sistematis dan berkelanjutan. Penelitian ini bertujuan untuk menganalisis pelaksanaan supervisi pendidikan, strategi dan pendekatan supervisi, kontribusi supervisi terhadap peningkatan profesionalisme guru, serta faktor pendukung dan penghambat pelaksanaan supervisi di SD Negeri Potrobangsan 3 Kota Magelang. Penelitian ini menggunakan pendekatan kualitatif deskriptif untuk memperoleh pemahaman mendalam mengenai praktik supervisi pendidikan dalam konteks sekolah dasar. Pengumpulan data dilakukan pada bulan Oktober hingga November 2023 melalui wawancara mendalam, observasi kelas, dan studi dokumentasi. Subjek penelitian meliputi kepala sekolah, guru kelas, dan pengawas sekolah. Analisis data menggunakan model analisis interaktif Miles dan Huberman yang meliputi tahap reduksi data, penyajian data, serta penarikan kesimpulan dan verifikasi. Hasil penelitian menunjukkan bahwa supervisi pendidikan di SD Negeri Potrobangsan 3 Kota Magelang dilaksanakan secara terencana dan sistematis melalui tahapan pra-observasi, observasi, dan pasca-observasi. Strategi supervisi yang diterapkan bersifat klinis dan kolaboratif, dilengkapi dengan pendekatan coaching dan mentoring yang humanis. Supervisi pendidikan berkontribusi terhadap peningkatan profesionalisme guru pada aspek kompetensi pedagogik, profesional, sosial, dan kepribadian. Faktor pendukung pelaksanaan supervisi meliputi kebijakan sekolah yang jelas, instrumen supervisi yang sistematis, serta budaya sekolah yang kolaboratif. Adapun faktor penghambatnya meliputi keterbatasan waktu, beban administrasi, dan persepsi sebagian guru terhadap supervisi. Penelitian ini menyimpulkan bahwa supervisi pendidikan yang kontekstual, humanis, dan berkelanjutan berperan penting dalam meningkatkan profesionalisme guru sekolah dasar.
Inclusive Education Management for Children with Special Needs at Budi Mulia Dua Elementary School, Sleman Regency Evi Fitriyani; Rosalina Br. Ginting; Qristin Violinda
Glosains: Jurnal Sains Global Indonesia Vol. 7 No. 3 (2026): Glosains: Jurnal Sains Global Indonesia
Publisher : Sekolah Tinggi Agama Islam Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59784/glosains.v7i3.764

Abstract

Background: Inclusive education in Indonesia requires schools to accommodate children with special needs (ABK), yet implementation remains inconsistent, particularly in planning, service delivery, monitoring, and evaluation. Objective: This study aims to analyze the management of inclusive education for children with special needs [ABK]) at Budi Mulia Dua Elementary School, Sleman Regency, including planning, implementation, monitoring, and evaluation. Methods: This research used a descriptive qualitative approach with a case study design. Data were collected through interviews, observations, and documentation involving the principal, the head of special assistant teachers, special assistant teachers, a child psychologist, and the parents of ABK students. Results: The results show that inclusive education planning is carried out through initial assessments and the involvement of various parties to identify students’ needs. The implementation of inclusive education takes place in regular classrooms with mentoring support tailored to the level of children’s needs, the provision of dedicated spaces, and practical activities to improve students’ skills. Monitoring is conducted periodically through classroom observation, communication with parents, and collaboration with Jogja Medical Center. Evaluation is conducted to assess the effectiveness of services and to review possible changes in initial assessments based on children’s development during the learning process. Conclusion: This study concludes that the success of inclusive education is determined by systematic, collaborative, and sustainable service management. The findings offer practical implications for school administrators seeking to replicate adaptive inclusive management models, particularly through flexible mentoring arrangements, the provision of dedicated resource spaces, and multi-stakeholder collaboration in planning and evaluation.
Co-Authors Desy Dwi Widarwaty Hanum Fajar Susanti Qristin Violinda Rosalina Br. Ginting Soedjono Soedjono