<![CDATA[To support effective clinical supervision for developing education at school, evaluative steps in reflective concepts for teachers were required. In addition, the satisfaction and effectiveness of client services (especially elementary school teachers) were also important in supporting their existence. This article reports on the use of clinical supervision in the action research concept by Bustingorry (2008), the stages of planning, implementing, observing, and reflecting, involving three elementary school (SD) teachers in Indonesian and mathematics subjects. Direct observation and document analysis were carried out to collect data and analyzed qualitatively and quantitatively. The results showed that teachers were happy to be involved in clinical supervision activities because they could add new insights into the selection and application of appropriate teaching methods. Furthermore, the teacher's ability to apply teaching methods was assessed from six aspects: 1) the suitability of the method with the learning objectives, 2) the suitability of the method with the material, 3) the method motivating student learning, 4) the method involving students in learning, 5) the effective method in learning activities and 6) the methods used improving student engagement and learning outcomes. Thus, it can be said that clinical supervision is important to be applied to meet the practical challenges of elementary school teachers in choosing and implementing teaching methods in the classroom. ABSTRAK Untuk mendukung supervisi klinis yang efektif bagi pengembangan pendidikan di sekolah, diperlukan langkah evaluatif dalam konsep reflektif untuk guru. Selain itu, kepuasan dan keefektifan layanan klien (terutama guru sekolah dasar) merupakan hal yang juga penting dalam mendukung adanya. Artikel ini melaporkan penggunaan supervisi klinis dalam konsep penelitian tindakan oleh Bustingorry (2008), tahapan perencanaan, pelaksanaan, pengamatan, dan refleksi, dengan melibatkan tiga orang guru sekolah dasar (SD) mata pelajaran Bahasa Indonesia dan matematika. Pengamatan langsung dan analisis dokumen dilakukan untuk mengumpulkan data dan dianalsis secara kualitatif dan kuantitatif. Hasil penelitian menunjukkan bahwa guru senang terlibat kegiatan supervisi klinis karena dapat menambah wawasan tentang pemilihan dan penerepan metode mengajar yang tepat. Selanjutnya, kemampuan guru dalam menerapkan metode mengajar dinilai dari enam aspek 1) kesesuaian antara metode dengan tujuan pembelajaran, 2) kesesuaian metode dengan materi, 3) metode dapat memotivasi belajar siswa, 4) metode dapat melibatkan siswa dalam pembelajaran, 5) metode dapat mengefektifkan kegiatan pembelajaran, dan 6) metode yang digunakan dapat meningkatkan keterlibatan dan hasil belajar siswa. Dengan demikian, dapat dikatakan bahwa supervisi klinis penting diterapkan untuk memenuhi tantangan praktik guru SD dalam memilih dan menerapkan metode pengajaran di kelas. KATA KUNCI: supervisi klinis, penelitian tindakan, SD, kemampuan mengajar.]]>
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