Professional Documents
Culture Documents
EDUCATIONAL SUPERVISION
Group Name :
Muthia Muharani Fais
Tommy Hans Sinaga
Group
Program
Prody
(4133342012)
(4133141060)
: 8 (eight )
: Bilingual
:Biology Education
TABLE OF CONTENT
Page
PREFACE
TABLE OF CONTENT
CHAPTER I : INTRODUCTION
1.1.Background
1.2.Problem Review
1.3. Objectives
CHAPTER 2 : DISCUSSION
10
10
10
10
11
18
3.1.Conclusion
18
REFERENCES
24
CHAPTER I
INTRODUCTION
1.1 Introduction of Educational Supervision
Education is a vital issue for every facet of human progress and
development in particularly and the nation at large. Progress in terms of education
will determine the quality of human resources and development of the nation for
the better and move forward. Improving the quality of education is not easy; it
takes a long time and the involvement of the various components and elements.
Adults are now a lot of people talk about the decline of the quality of
education. On the other hand there are many who mengembor rant and stressed
that the need and importance of reconstruction or renewal of education and
teaching, the irony very few observers and critics of education that addresses the
issue of problem solving (problem solving) the improvement of education and
teaching to be more advanced and reached essential educational goals.
Schools as an educational institution that acts as one of the representatives
of the Indonesian central government, the role of the school is obliged to achieve
national education goals. In the organization of the school, the principal position
is the deciding factor, pengerak all the resources that exist in the schools, so that
all the components in it to function optimally in improving the quality of
education. The school principal who serves as educator, manager, administrator,
leader, motivator and supervisor of the school.
Teachers have a very large role, the magnitude of the responsibility of
teachers in education is a challenge when it comes to the quality of adult
education today. Public complaints against the decline in the quality of education
should be a reflection for teachers who are not competent and professional.
Professional teachers not merely to master the material and as a tool for cultural
transmission but can transform the knowledge, values and culture towards a
dynamic that demands high productivity and quality of work that can compete.
1.3. Objectives
a.
b.
c.
d.
e.
f.
g.
h.
CHAPTER 2
DISCUSSION
2.1. Defenition of Educational Supervision
Before discussing about supervision, we need to know some of the
terms related to supervision. The terms include inspection, surveillance,
supervision, monitoring and assessment and evaluation. The term can be
explained as follows:
1. Inspection limited to the definition monitor whether subordinate
(teachers) to run what had been instructed by his superiors.
2. Assessment and supervision has an idea of an activity that is not just
to find fault but to try to find things that have been good to be developed
further. In the 1992 government regulation 38 Article 20 distinguished term
supervisor (used to indicate his position on education track) and overseers
(used to indicate his position on the path of school education).
3. Monitoring means of data collection activities on an activity as a
material for conducting the assessment.
Morphologically supervision comes from
namely the super and vision. Super meaning above and the vision is to see,
still allied with the inspection, examination and supervision, and surveillance,
in the sense of the activities undertaken by the employer -people who plays at
the top, the leadership - the stuff underneath. Supervision is also a supervisory
activity but is more human, humane. Supervision activities is not to find fault
but more an element of coaching, so that conditions of work is being
supervised can be known shortcomings (not solely his fault) to be notified
section that needs to be fixed.
In semantic Supervision coaching education is a form of guidance or
guidance toward improving the situation of education in general and
improving the quality of teaching and learning and learning in particular.
d. Gives value to the work done. In the context of the efforts made,
sometimes found purpose nobler and more glorious than others. All this is visible
if based on certain values. (Maryono, 2011)
The purpose of education is to develop the supervision of teaching and
learning situation better through the development and improvement of the
teaching profession. (Subroto, 1988)
The main objective of supervision is to improve teaching (Neagly &
Evans, 1980; Oliva, 1984; Hoy & Forsyth, 1986; Wiles and Bondi, 1986;
Glickman, 1990). The general objective of supervision is to provide technical
assistance and guidance to teachers and staff so that such personnel are able to
improve the quality of their performance, in performing its duties and carry out
the teaching and learning process.
2.4. Function of Educational Profession
According Swearingen (Sahertian, 2008: 21) There are eight functions of
supervision as follows:
1. To coordinate all the business school
Efforts schools include:
a. Effort each teacher
Teacher wants to express ideas and describe the subject matter in his view toward
improvement. The efforts of an individual nature that need to be coordinated. That
is the function of supervision.
b. Attempts school
Schools in determining policy, formulate goals on school activities, including
programs throughout the school year, there needs to be coordination.
c. Efforts for the growth of office
Every teacher wants to grow in his post. Therefore, teachers are always learning
continuously, seminars, workshops, and others. They are trying to improve
yourself for the better. For that, there needs to be coordination, which is the task
of supervision.
Principle of Supervision
If we talk about the supervision principle, there are so many words from
the experts about this. Even there are so many words or view from the experts, but
all the words have one main point to become a good and professional supervisor.
Based on Sudarwan (Danim & Khairi, 2011), there are six principles of
supervision, those are:
1. Supervisors give the comfortable and safety feeling to those who
supervised.
2. The Supervision are constructive and creative.
3. The Supervision is real, based on the real condition.
4. The process of supervision is simple, not bother the teacher or make them
stressful.
5. The process of supervision must be professional.
6. The supervision is based on the capability, condition and the attitude of the
person who supervised.
Based on Sahertian (Sahertian, 2008), there are four main principle of
supervision, those are:
1. Scientific
This principle has some characteristics, namely:
a. Supervision activity is held based on the objective data that got from
the real activity of learning.
b. To get the data, used the recording equipment of data.
c. Each activity of supervision was done systematically, planned, and
continue.
2. Democratic
Democratic means that appreciate the esteem and dignity of the teacher,
not based on the seniority, but because of the peer feeling.
3. Working Together
Supervision Problem
The constitution of RI number 20 of 2003 on National Education System,
Article 1 (5) states educators are community members who are devoted and raised
to support education. Furthermore, in the article 39 paragraph (1) stated:
education personnel in charge of the administration, management, development,
supervision and technical services to support the educational process in the
educational unit. Government Regulations. No. 19, 2005 article 39 paragraph (1)
states: "Control of the formal education conducted by the unit superintendent of
education".
MENPAN Decree No. 118 of 1996 which was renewed by MENPAN
Decree No. 091 / KEP / MEN.PAN / 10/2001 on the Functional School
Supervisors and credit figures stated: "The school superintendent is the civil
servants who were given the duties, responsibilities and authority are full by the
authorities for supervision of education in the educational unit preschools,
elementary schools, and secondary schools "(article 1, paragraph 1). In Article 3,
paragraph (1) shall be declared; "The school superintendent is functional official
who serves as the technical implementation in overseeing the education of a
number of specific school designated / designated". Article 5 (1); the
responsibility of school supervisors namely: (a) carry out supervision on school
education in accordance with the duties, and; (B) improve the quality of teaching
and learning process / guidance and learning achievement results / guidance of
students in achieving educational goals. The first responsibility to indicate the
importance of the supervision of managerial responsibility while the second
of teachers is not good, or different from his friends. In the fact that often found, a
school principal to supervise teaching and learning activities that teachers do by
way of peering through a door or window, that is not known.
2.3.
the object or steps towards the object. Sudjana (Sudjana, 2004) split supervision
approach into two, namely: a direct approach (direct contact) and indirect
approach (indirect contact). The first approach can be called with a face to face
approach and the second approach is to use an intermediary, such as through
correspondence, mass media, electronic media, radio, cassette, internet and
similar. There is also known as collaborative approach, that is an approach that
combines the two approaches. The approach that used in applying modern
supervision based on the psychological principles. An approach or techniques of
supervision, was also very dependent on the person who supervised. (Juliani)
Sahertian (2000) suggests several approaches, following the supervisor's
behavior:
a. Directive Approach
Directive approach is the approach to a problem that is direct. Supervisor
provides direct referrals is certainly more dominant behavioral effects supervisor.
This directive approach based on an understanding of the psychological
behaviouristis. Behaviorism principle is that all the works that come from the
reflex, which is a response to the stimulus / stimulus. Therefore lecturer has
shortcomings, it should be given a stimulus so he could react better. Supervisors
can use reinforcement (reinforcement) or punishment (punishment). This kind of
approach can be done with the supervisor's behavior as follows:
1) Describe, 2) Present, 3) Directing, 4) Giving an example, 5) Apply
benchmarks, and 6) Strengthening.
b. Indirect Approach
Duties of Supervision
A learning activity is the main activity of education in schools, so that all
CHAPTER 3
CLOSURE
3.1. Conclusion
Supervision is the guidance given to all school staff so they can improve
the ability to develop the teaching-learning situation better. People who supervises
called a supervisor. Supervision can we interpret as coaching. While the targets of
the coaching can be for principals, teachers, employees of administration. But the
target is defined also coaching teacher supervision.
The purpose of education is to develop the supervision of teaching and
learning situation better through the development and improvement of the
teaching profession. The function and purpose of educational supervision
including the As for the direction of education, goal as the end point, the
destination as a starting point for achieving other objectives. In this case, the
purpose of education with each other is an integral and inseparable.
Supervision has a very important goal to be achieved, therefore
supervision of course has a very important benefit. Among the benefits of
supervision is coordinate all the efforts of the school, Equipping school
leadership, Extending the experience of teachers, school Menstimukasi efforts of
creative, Facilitate and continuous assessment and many more benefits or function
of the educational supervision. Besides having the purpose and functions,
supervision also has a basic principle in the implementation process.
REFERENCES