Abstract:

Penelitian ini bertujuan untuk meningkatkan kemampuan kepala sekolah dalam melakukan supervisi kelas di gugus 5 Kecamatan Ngaglik melalui supervisi klinis. Penelitian ini merupakan penelitian tindakan kepengawasan, masuk kategori action research. Setiap siklus terdiri dari tahapan perencaaan, tindakan, observasi dan refleksi. Tindakan pada siklus 1 dan siklus 2 menggunakan tindakan berupa supervisi klinis. Data diperoleh melalui observasi langsung  pada saat kepala sekolah melaksanakan supervisi kelas. Analisis deskriptif disajikan dalam bentuk tabel guna memudahkan memahami hasil penelitian yang disajikan. Hasil penelitian menunjukkan sebagai berikut: pertama, Supervisi klinis dilaksanakan melalui dua siklus. Setiap siklus terdiri dari perencanaan, pelaksanaan pembinaan teknis, observasi, dan refleksi. Setelah melalui supervisi klinis, kemampuan kepala sekolah dalam melakukan supervisi kelas mengalami peningkatan. Siklus 1 berhasil meningkatkan kemampuan kepala sekolah melakukan supervisi kelas, hanya satu kepala sekolah yaitu KS 4 telah memiliki kemampuan cukup dalam melakukan supervisi kelas dengan skor 28 berada pada rentang 23 s/d 32 33 dengan kriteria cukup. Siklus 2 berhasil meningkatkan kemampuan kepala sekolah melakukan supervisi kelas. Dari 5 kepala sekolah, ada 3 kepala sekolah mencapai skor kemampuan pada rentang 23 s/d 32 sebanyak 3 orang dan ada satu kepala sekolah mencapai skor 36 berada pada rentang 34 s/d 44 masuk kriteria baik. Dengan demikian pada siklus 2 ada 4 kepala sekolah yang sudah memiliki kemampuan dalam melakukan supervisi kelas dan ada satu kepala sekolah yang masih kurang mampu melakukan supervisi kelas.

 

Implementation of classroom supervision by headmaster through clinical supervision

 

Abstract

The study aims at improving the headmaster’s capacity in performing classroom supervision on Cluster 5 of the District of Ngaglik through clinical supervision. The study itself is a supervision action research; as a result, the study belongs to the action research. Then, every cycle in the study consists of planning, action, observation and reflection. The action in the Cycle 1 and the Cycle 2 is the clinical supervision. During the conduct of the study, the data were gathered by means of direct observation when the headmaster performed the classroom supervision. After the data had been gathered, a descriptive analysis was carried out in the form of the table so that the data might be easily understood. Then, the results of the study discover several findings. First, the clinical supervision is carried out in two cycles and every cycle consists of planning, implementation of technical guidance, observation and reflection. After the clinical supervision has been implemented, the headmaster’s capacity in performing the classroom supervision seems increasing. The Cycle 1 has successfully increased the headmaster’s capacity in performing the classroom supervision; within the implementation of Cycle 1, there is only one headmaster (Headmaster 4) who has attained the “Moderate†capacity in performing the classroom supervision with the score 28 within the range 28 to 32. Furthermore, the Cycle 2 has also successfully increased the headmaster’s capacity. From 5 headmasters that have been involved in the study, 3 headmasters have been able to achieve the score range between 23 and 32 while 1 headmaster has been able to earn the score 36 within the score range between 34 and 44. Thereby, within the implementation of the Cycle 2 4 headmasters have been able to the perform the sufficient capacity of classroom supervision. However, 1 headmaster has been unable to perform the sufficient capacity of classroom supervision and thus there should be follow up over the case.