<![CDATA[Field supervision in student community service learning is often examined in terms of supervisors’ field activities, whereas less attention has been given to how institutional documents define their pedagogical role. This study examines the 2023 institutional design of Kuliah Kerja Nyata-Pembelajaran Pemberdayaan Masyarakat (student community service learning) at Universitas Gadjah Mada using Ki Hadjar Dewantara’s concepts of pamong, asah, asih, and asuh as an interpretive framework. Six institutional documents covering learning outcomes, program implementation, assessment, individual and collective reporting, and field supervision were purposively selected. The documents were collected from July to August 2023 and analyzed from September 2023 to September 2024 through contextual reading, deductive coding, cross-document comparison, and philosophical interpretation. The documents define supervisory responsibilities most clearly in relation to academic guidance, program approval, monitoring, coordination, assessment, and the management of field problems. These responsibilities provide a documentary basis for interpreting field supervisors as potential pamong. Asah is most evident in learning outcomes, program design, assessment, and reporting, whereas asuh is reflected in monitoring, coordination, and supervisory intervention. Practices associated with asih, including attentive listening, relational care, ethical dialogue, and recognition of community voices, are less consistently specified. The findings suggest that the institutional design supports Dewantaran forms of supervision but articulates their dimensions unevenly. Greater attention to relational and reflective practices could strengthen the pedagogical orientation of field supervision.]]>
Copyrights © 2026
