Peningkatan Kinerja Guru Dalam Pembelajaran di Kelas Melalui Supervisi Edukatif Kolaboratif Secara Periodik - Hasudungan Naibaho (JURNAL GLOBAL EDUKASI, 2021)
Abstract: This action research was conducted on 10 teachers of SMP Negeri 2 Simanindo. The results showed that the teacher's performance increased after taking actions in the form of collaborative educational supervision periodically from cycle I to cycle II. Improvement includes improvement in preparing lesson plans, implementing learning, assessing learning achievement, carrying out follow-up assessments of student learning achievement. cycle II 90%. The teacher's performance in implementing the learning cycle I reached 70% while the second cycle reached 90%. The teacher's performance in assessing the learning outcomes of the first cycle reached 70% while the second cycle was 90%. The teacher's performance in carrying out the follow-up assessment of student learning outcomes in the first cycle reached 50% while the second cycle was 80%. Thus, the average cycle II action was above 80%. Based on the results of the action research, it can be concluded that the teacher's performance increases in preparing lesson plans, implementing learning, assessing learning achievement, carrying out follow-up assessments of student achievement. For this reason, researchers suggest that educational supervision in schools carry out collaborative educational supervision periodically. Keywords: educative; performance; supervision  Abstrak: Penelitian tindakan ini dilakukan  terhadap guru SMP Negeri 2 Simanindo yang berjumlah 10 orang. Hasil penelitian menunjukkan bahwa kinerja guru meningkat  setelah dilakukan tindakan yang berupa supervisi edukatif kolaboratif secara periodik dari siklus I ke siklus II. Peningkatan meliputi peningkatan dalam menyusun rencana pembelajaran, melaksanakan pembelajaran, menilai prestasi belajar, melaksanakan tindak lanjut penilaian prestasi belajar siswa  Berdasarkan hasil  supervisi edukatif siklus I dan siklus II  kinerja guru meningkat, yakni siklus I Kinerja guru  dalam menyusun rencana pembelajaran siklus I mencapai  70%  sedangkan siklus II 90%. Kinerja guru dalam melaksanakan pembelajaran siklus I mencapai 70% sedangkan siklus II mencapai 90%. Kinerja guru dalam menilai hasil belajar siklus I mencapai 70% sedangkan siklus II  90%. Kinerja guru dalam melaksanakan tindak lanjut penilaian hasil belajar siswa pada siklus I mencapai 50% sedangkan siklus II 80%. Dengan demikian tindakan siklus II rata-rata sudah di atas 80%. Berdasarkan hasil penelitian tindakan tersebut  dapat disimpulkan bahwa kinerja guru meningkat dalam menyusun rencana pembelajaran, melaksanakan pembelajaran, menilai prestasi belajar, melaksanakan tindak lanjut penilaian prestasi belajar siswa. Untuk itu, peneliti menyarankan agar supervisi edukatif di sekolah-sekolah melaksanakan  supervisi  edukatif kolaboratif secara periodik. Kata Kunci: edukatif; kinerja; supervisi