Integration of Clinical Supervision and Contextual Teaching and Learning (CTL) Model in Improving Elementary School Teachers’ Competence and Motivation

Syahril Syahril (Universitas Terbuka Medan, Indonesia)

Mamangan Social Science Journal
Vol 14, No 2 (2025): Special Issue

This study examines the integration of clinical supervision and the Contextual Teaching and Learning (CTL) model as a framework for improving elementary school teachers’ professional competence and motivation. A quasi-experimental design was employed with 60 teachers from Gunungsitoli and Tapanuli Selatan districts, Indonesia, divided into experimental and control groups. Data were collected via Likert-scale questionnaires and observation checklists. Statistical analysis revealed that the integrated model significantly enhanced teachers' professional competence and motivation, jointly explaining a substantial portion of the variance (R² = 0.69, p < 0.001). The findings demonstrate that combining reflective supervision with contextual pedagogy fosters sustainable professional learning, effectively supporting the objectives of Indonesia's Merdeka Curriculum reform. This integrated model is recommended for adoption in teacher development programs nationwide