<![CDATA[Abstract: This study aims to describe the steps of collaborative educational supervision periodically in preparing lesson plans, implementing learning, assessing learning achievement, carrying out follow-up assessments of student achievement that can improve teacher performance. This action research was conducted on 20 teachers of SMP Negeri 1 Kingdom. 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. These improvements include improvements in preparing lesson plans, implementing learning, assessing learning achievement, carrying out follow-up assessments of student achievement. while the second cycle 90%. The teacher's performance in implementing the first cycle of learning reached 70% while the second cycle reached 90%. Teacher performance in assessing learning achievement in the first cycle reached 70% while the second cycle was 90%. The teacher's performance in carrying out the follow-up to the assessment of student achievement in the first cycle reached 50% while the second cycle was 80%. Thus, the average cycle II action was above 80%. Keywords: educative; collaborative; supervision  Abstrak: Penelitian ini bertujuan untuk mendeskripsikan langkah-langkah supervisi edukatif kolaboratif secara periodik dalam menyusun rencana pembelajaran, melaksanakan pembelajaran, menilai prestasi belajar, melaksanakan tindak lanjut penilaian prestasi belajar siswa yang dapat meningkatkan kinerja guru. Penelitian tindakan ini dilakukan terhadap guru SMP Negeri 1 Kerajaan yang berjumlah 20 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 tersebut 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 prestasi belajar siklus I mencapai 70 % sedangkan siklus II 90%. Kinerja guru dalam melaksanakan tindak lanjut penilaian prestasi belajar siswa pada siklus I mencapai 50% sedangkan siklus II 80 %. Dengan demikian tindakan siklus II rata-rata sudah di atas 80%. Kata Kunci: edukatif; kolaboratif; supervisi]]>
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