<![CDATA[The purpose of this study was to describe the increase in the ability of class teachers in managing learning at SD Negeri 6 Pulau Pinang after supervision/coaching was carried out. This School Action Research was conducted at SD Negeri 6 Pulau Pinang. The type of action in this study is in the form of concrete actions, namely guiding teachers in carrying out learning activities through academic supervision. The research was conducted in semester I, from January to February 2022 to be precise. The subjects of this school action research were class teachers at SD Negeri 6 Pulau Pinang with a total of 6 teachers. The results showed that teacher performance increased after taking action in the form of periodic collaborative educative supervision from cycle I to cycle II. These improvements included improvements in preparing lesson plans, carrying out learning, assessing learning achievement, implementing follow-up assessments of student achievement. Based on the results of educational supervision cycle I and cycle II teacher performance increased, namely cycle I Teacher performance in preparing learning plans cycle I reached 71, 98% while the second cycle 92.44%. The teacher's performance in carrying out learning cycle I reached 75.49% while cycle II reached 93.81%. The teacher's performance in assessing the learning achievement of the first cycle reached 81.3% while the second cycle was 90.56%. Teacher performance in carrying out follow-up assessments of student achievement in the first cycle reached 54%, while the second cycle was 59.76%. Thus the average cycle II action is above 83%. Based on the results of this action research, it can be concluded that teacher performance has increased 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 periodic collaborative educational supervision. ABSTRAKTujuan dilakukan penelitian ini adalah untuk mendeskripsikan peningkatan kemampuan guru kelas dalam pengelolaan pembelajaran SD Negeri 6 Pulau Pinang setelah dilakukan tindakan supervisi/pembinaan. Penelitian Tindakan Sekolah ini dilakukan di SD Negeri 6 Pulau Pinang. Jenis tindakan dalam penelitian ini adalah berupa tindakan nyata yaitu membimbing guru dalam melaksanakan kegiatan pembelajaran melalui supervisi Akademik. Penelitian dilakukan pada semester I, tepatnya pada bulan Januari – Februari 2022. Subjek penelitian tindakan sekolah ini adalah guru kelasdi SD Negeri 6 Pulau Pinang dengan jumlah 6 guru. 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 71,98 % sedangkan siklus II 92,44 %. Kinerja guru dalam melaksanakan pembelajaran siklus I mencapai 75,49 % sedangkan siklus II mencapai 93,81 %. Kinerja guru dalam menilai prestasi belajar siklus I mencapai 81,3 % sedangkan siklus II 90,56 %. Kinerja guru dalam melaksanakan tindak lanjut penilaian prestasi belajar siswa pada siklus I mencapai 54 % sedangkan siklus II 59,76 %. Dengan demikian tindakan siklus II rata-rata sudah di atas 83 %. 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.]]>
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