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Implementation of Kindergarten Supervisor Academic

Supervision

Erna Kusumawati

Muhammadiyah University Prof. DR HAMKA, Indonesia

*email: [email protected]

Keywords

ABSTRACT

Supervision Academic, Supervisor,

Kindergarten

Study This aim For analyse the implementation of supervision

academic done by supervisor Kindergarten in East Jakarta. Method

which is used in this research is a descriptive qualitative approach.

Research design using studies case Which will conducted in one of

the Kindergartens in East Jakarta. Results study shows that: (1)

Implementation of supervision academic by the supervisor school

has fulfil principle supervision implementation academic done with

technique supervision individual And group; (2) Act carry on

supervision academic by supervisor Kindergarten by providing

reinforcement to teachers who have fulfil competency standards and

coaching to Teacher which has not been fulfil competency

standards.

INTRODUCTION

In the progress of education there are elements of elementary school teachers and school

supervisors (Sukadari et al., 2021). School supervisors are vocational education officials who are

assigned by authorized officials with all the functions, responsibilities and authority of teaching and

supervision in the academic field (technical education) as well as school management/management

(Sagala, 2012). It is stated that the main function of school supervisors is based on the regulations of the

government of the Republic of Indonesia (Nurlaelah et al., 2022). Decree 19 of 2005 concerning National

Education Standards, in Article 55 regulates: "Supervision of teaching units includes monitoring,

supervision, evaluation, information and monitoring of supervision results” (Irmayani et al., 2018). The

role of the school principal is also as important as Sagala (2012) believes: school supervisors provide

training, assessment and support/direction for program planning, processes and results in school

management, learning to improve school performance, while the responsibility as a supervisor is to be

responsible for helping improving the quality of education provided (management supervision), school

supervisors are also responsible for helping improve the quality of the teaching and learning process

and student learning outcomes in order to achieve educational goals.

Based on the National Education Standards Agency, there are seven core competencies that school

supervisors must have to train school principals, namely (Massell et al., 2012): 1. Help prepare school

development plans (including establishing vision, mission, goals, objectives, success indicators,

orientation and strategy, internal policies and work programs). 2. Oversee the management of the

implementation of the code of ethics and behavioral guidelines in all educational activities, including

teachers, education staff and students/students. 3. Facilitate democratic, participatory and collective

decision-making. 4. Guiding the development of programs and study programs in a dynamic and

sustainable direction, in accordance with the need to improve the quality of education. 5. Monitor the

implementation of educational programs towards improving the quality of education by taking into

account the inputs, processes and results/outputs of education. 6. Direct decentralization and division

of tasks, authorities and responsibilities in a balanced and uniform manner. 7. Encouraging the

management of all educational resources, including funds.

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Supervisory Supervision Capacity According to Minister of National Education Regulation

Number 12 of 2007 concerning School/Madrasah Supervision Standards, there are two capacities,

namely managerial supervision capacity and academic supervision capacity (Sutarno, 2023).

Management oversight capacity includes: 1. Mastering supervision methods, techniques and principles

to improve the quality of teaching in schools. 2. Develop an orientation program based on vision-

mission-goals and educational programs in schools. 3. Develop work methods and tools needed to carry

out the main tasks and supervisory functions in schools. 4. Make a report on monitoring results and

ensure follow-up to complete the next monitoring program at school. 5. Support school principals in the

management and administration of education units based on management to improve the quality of

education in schools. 6. Encouraging school principals and teachers to conduct career counseling in

schools. 7. Encourage teachers and school principals to reflect on the results that have been achieved to

find out the strengths and weaknesses in carrying out their main tasks at school.

Academic Supervisor Competencies for TK/SD/MI Supervisors are (Nurfatah & Rahmad, 2018):

1. Understand the basic concepts, principles, theories, characteristics and development trends of each

development field in TK/AR or SD/MI subjects, 2. Understand the concepts, principles,

theory/technology, characteristics and tendencies, evolution of learning processes/orientations for

each area of TK/RA or SD/MI subject development, 3. Guiding teachers to prepare lesson plans for each

area of TK/RA or SD/MI subject development on the basis of content standards, competency standards

and core competencies, as well as principles of pedagogical development, 4. Guiding teachers in the

selection and use of strategies/methods/technology/learning instructions that can develop the

potential of diverse students through the field of Kindergarten/RA Development or courses in SD/MI, 5.

Guiding teachers in make learning implementation plans (RPP) for each area of TK/RA development or

subjects in SD/MI, 6. Guide teachers in implementing learning activities/learning orientation (in class,

in the laboratory and/or in the field) to develop students' potential in each field of TK/RA development

or in SD/MI subjects, 7. Management of learning teachers, maintaining, developing and using

educational media and learning aids/guides for each field of development in Kindergarten/RA or SD/MI

subjects, 8. Motivate teachers to use information technology for learning/direction in every

development of TK/RA or SD/MI subject areas.

One of the factors that influence teacher pedagogical performance is school supervision training

conducted by school principals and school supervisors. In Regulation No. 21 of 2010 concerning the

Functional Position of School/Madrasah Supervisors and their Credit Scores states that

School/Madrasah Supervisors are Civil Servants (PNS) who are authorized by authorized officials to

entrust all tasks, responsibilities and authority to organize academics. Carry out management duties and

supervision in educational units. While the functional position of school/madrasah supervisor is a

functional position whose scope of duties, responsibilities and authority is to carry out academic

management and supervision activities in educational institutions.

Controller as a profession has qualifications and types of education that must be approved and

completed in order to meet the requirements to carry out supervisory duties effectively. Masaong

(2013) have shown that professional supervisors are required to complete specific skills such as: 1.

Educators and education staff developers, 2. Curriculum developers, 3. Teaching professionals, 4.

Mediators and liaisons for parents, teachers, staff, and other school official stakeholders, 5. Development

staff, 6. Administrators, 7. Change managers and 8 .reviewers.

Supervision of schools with the aim of increasing student success is very important. In this case,

the teacher's pedagogical performance must also be continuously improved and encouraged. Teacher

orientation is the task of school supervisors as teachers of teachers. An effective supervisor always takes

the initiative to provide an approach and responsibility, namely planning ahead, handling problems that

arise in a way that is appropriate to the type of problem being faced. Supervisors must also know,

understand, and apply monitoring techniques. Supervisors can use various techniques to help teachers

improve teaching and learning situations, both in groups and individually or face-to-face (offline) and

directly online (online) through the media.

METHODS

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The method used in this research is descriptive qualitative method. According to Satori (2013),

qualitative research has 5 characteristics, namely: 1. carried out in a reasonable context because the

important instrument is the data that comes directly from the researchers themselves, 2. is descriptive

in nature, that is data is collected in the form of words or pictures, 3. pays more attention to process

than results, 4. in analysis data tends to be inductive, 5. main meaning. Qualitative research methods are

often referred to as naturalistic research methods because research is carried out in natural conditions

or contexts.

A qualitative approach was chosen in this study for several reasons, including: 1. data used. In this

research, it is more focused on speech data and behavior of research subjects, especially analysis related

to academic supervision carried out by supervisors in improving teacher learning performance, 2.

According to the type of data that will be collected in this study, especially with regard to the situation

and condition of school supervisors in the field, 3. And analysis of the data used is a direct analysis model

and there is an interdependent relationship between the topic of discussion and other topics of

discussion, 4. The results of the research are in the form of conclusions obtained after conducting data

analysis as outlined in the case description, 5. This research was conducted in a state reasonable and by

prioritizing qualitative data.

RESULTS

Supervision of supervision at one of the Kindergartens in East Jakarta during implementation

including management supervision; In particular, the supervision of the principal involves the principal

as a manager in the school. As director, the school supervisor carries out the activities of planning,

organizing, operating, controlling, evaluating all school activities, including student management,

administration, finance, faculty management, education personnel management, program management.

School supervision is carried out by school supervisors on teachers. The supervisor gives the

supervision schedule to the principal first, and the principal forwards it to the teacher. On time, the

school supervisor came to check the teacher's administrative records, namely:

1) class schedule, 2) year program, 3) semester program, 4) SK/KD analysis, 5) lesson plan, 6)

attendance book, 7) grade book, 8) study program, 9) notebook monitor, 10) criteria - Minimum

Completeness (KKM). School supervisors rate the supervised components on a liket scale, and it should

be noted that there is no supervision by the school principal.

Determination of supervision is determined by the principal's supervision schedule and teacher

supervision schedule. For those who are managed with lesson plans where the elements are correct,

even though the schedule changes due to other activities, it is moved to another day and understood by

the teacher.

The findings of this study are supported by the research of Nurfatah and Nur Rahmad (2018) that

learning supervision includes lesson planning, learning implementation, and learning assessment. At

the beginning of the semester, an independent learning workshop was held following the results of the

previous semester's supervision, where only TKA teachers participated in the Merdeka program

training. It turned out that there were still teachers who did not understand the Mandiri Program, so

the principal invited the supervisor to hold a workshop on the Mandiri Program. On average, teachers

prepare learning management, but in implementing learning there are still many teachers who use the

old way, where students read the teacher's explanation and finally work on the questions. . The reason

is, there are still many teachers who do not know informatics and have not used ICT in teaching.

Advanced learning support facilities that meet the criteria. Teaching methods and materials still need to

be developed so that the learning process becomes active, creative and fun learning (PAIKEM).

Teacher supervision has made teacher performance better, this can be seen from the preparation

of good learning tools, and the implementation of learning is not fully good because it still uses old

methods such as listening, lecturing and doing homework. From administration it is also sorted from

the attendance list, list of notes and others. Overall, the existence of academic supervision improves

teacher performance as indicated by an average good supervision according to research (Ramadhan &

Santosa, 2017) that school principal supervision has a significant effect on teacher performance. To date,

no teacher has needed clinical supervision to address teacher problems, which are caused by teachers'

embarrassment for being perceived as competent.

Differences in supervising school principals and supervising school supervision in kindergarten:

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1. Subject-based supervision by teachers who supervise school principals to improve learning, while

supervisors supervise school principals in the areas of teacher management and academic supervision.

2. The school principal's work schedule is more flexible while the school supervisor already has a work

schedule. 3. The principal oversees teaching and learning activities, the supervisor only supervises

administration and teaching preparation. 4. Following the principal's supervision are school programs

and activities, such as holding independent curriculum workshops after concluding that the results of

teacher monitoring show that there are still many teachers who have not mastered the independent

study program curriculum, while school supervisors do not carry out monitoring. 5. Teachers feel more

comfortable being supervised by the principal rather than the school supervisor because the teacher's

personal relationship with the principal is closer.

The aim of national education is to develop the potential of students to become human beings who

are almighty, have noble character, are healthy, knowledgeable, capable, creative, independent and

pious, become citizens of a democratic and responsible state. Seeing the goals of the national education

process and continuing to strive to improve the quality of education. One of them is improving the

quality of teachers, because teaching staff really determines the success of a nation's education.

Therefore, in order for a teacher to complete the tasks that are his responsibility, the teacher must

always be guided and encouraged regularly. This training can be carried out within the framework of

school supervision activities organized by school supervisors and school principals. Administrators as

teachers have a duty to help teachers develop their capacity to increase their teaching effectiveness.

Implementation Supervision Academic in Increase Performance Teach Teacher

Findings from interviews with informants including supervisors, principals, and teachers include:

monitoring frequency during the year, monitoring techniques, monitoring procedures and problems

encountered. The results showed that school supervision was carried out at least 2 times in one school

year, namely at the beginning of the odd semester and the beginning of the even semester. Academic

supervision is mostly carried out in the supervision of the implementation of apprenticeships. Classes

are supervised according to a schedule determined by the supervisor, principal and teacher. This is

reinforced by the written supervision program, the results of the supervisor's academic monitoring, and

the summary of the results of monitoring the management of specific learning for each school. The

assessment of administrative supervision also shows that there is administrative supervision of teacher

learning in schools.

With appropriate monitoring methods and techniques, it is hoped that improvements in teacher

quality and teaching performance can be achieved. "The purpose of learning monitoring is to help

teachers see clearly teaching objectives, help teachers direct student learning experiences, help teachers

use learning resources through experience, help teachers use modern learning methods and tools." The

supervision method used in class supervision activities in Kindergarten is in the form of cooperative

supervision with individual monitoring techniques in the form of class visits, class observations and

one-on-one conversations, as well as group monitoring techniques which are carried out routinely in

the form of training activities or workshops (IHT). Direct supervision methods with individual

monitoring techniques in the form of class visits, class observations and one-on-one conversations as

well as through group supervision (IHT) or workshops.

This is in accordance with James's (1994) comments in Mulyono (2015) which states: For the

techniques that supervisors use to be effective, they must first identify which areas are considered high

risk for teachers and the environment, what interactions can be supportive, and which can lead to

improvement, paying equal attention to all aspects monitored, and make appropriate observations.

According to Mushlih and Suryadi (2018), "The purpose of Glickman's supervision of learning is

to help teachers develop the ability to achieve the learning goals set for students". Evidence from the

field shows that of the various monitoring methods and techniques, school supervisors use a

collaborative approach with individual and group monitoring techniques. School supervisors place

themselves on an equal footing with teachers so that supervisors and teachers can confront their

perceptions with teachers about areas of learning that need improvement, then supervisors ask teachers

about the problems they are facing. The supervisor listens carefully to the teacher's perceptions, so that

in the end the teacher and supervisor can exchange ideas about alternative actions that can be taken to

improve learning. Personal monitoring techniques can be in the form of class observations, class visits,

and face-to-face meetings with teachers to discuss the results of visits. Group supervision techniques

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are implemented in internal training activities and school principal working groups (K3S).

The above description is in line with the interpretation of Article 28 paragraph 3 letter a National

Education Standards in Priansa (2014) that: Pedagogic competence is the ability to manage student

learning, including student understanding, designing and implementing learning, assessing learning

outcomes, and developing students to realize skills, different potentials. Class supervision is carried out

in a planned manner and according to needs, for example for teacher promotion purposes. Class

supervision can be carried out through class visits and direct classroom observations.

When conducting class visits or absences can be carried out according to the schedule provided

by the supervisor and communicated to the teacher, or it can also be done without notification to the

teacher or teachers and teachers involved, the official must also invite the supervisor. When taking class

attendance, there are 4 stages of observation time proposed by Prasodjo (2011), namely: 1. The

preparation stage is where the school supervisor plans the time, objectives and means of observation

during the class visit. 2. The observation stage during the visit where the supervisor observes ongoing

learning. 3. The final step of the visit is for the supervisor and teacher to agree to discuss the results of

the observation. 4. Next steps.

The results of interviews with school principals show that the process of school supervision is

first differentiated into supervision of learning management and classroom supervision. When carrying

out supervision of learning management, the first process that must be carried out is that the supervisor

checks the management of learning activities carried out and prepared by the teacher. The supervisor

oversees the syllabus, learning implementation plan (RPP), and the material analyzed. Adequate and

good learning management is evidence that the teacher intends to deliver quality learning. This is in

accordance with the documentation obtained from the two schools in the form of the Teacher

Management Assessment Format which has been filled in by school supervisors in the previous and

current school years. Supervisors pay special attention to teaching and learning activities in class, thus

assessing the appropriateness of the lesson plan (RPP) prepared, compiled and implemented by the

teacher.

Difficulties in carrying out learning supervision because teachers are not ready to carry out

learning supervision. From the supervisor's point of view, this may be caused by the inadequate quality

of human resources. Supervisors cannot carry out supervisory duties optimally. Findings from other

studies indicate that there are obstacles or obstacles encountered in the implementation of academic

supervision by school supervisors to improve teacher learning performance. These obstacles can be

divided into internal and external obstacles from the school supervisor. Internal barriers are obstacles

that come from supervisors that can affect their performance in carrying out their supervisory duties,

both academic supervision and managerial supervision.

Internal obstacles faced by school supervisors include:

The purpose of school supervision is to help teachers develop their abilities to achieve learning

goals. Ideally, to assist a teacher, the supervisor must have a higher level of ability than the teacher.

Indeed, the limited qualifications and capacity of school supervisors is an obstacle to the effectiveness

of implementing learning supervision in order to increase teacher pedagogical effectiveness. Indeed, in

practice, curriculum changes or new educational policies whose main aim is to train teachers assume

that teachers must be at the forefront of education. This policy is an obstacle in the field because the

supervisor's knowledge is not the same as the teacher's knowledge.

School supervisors must perform technical and non-technical tasks. Technical mandates such as

teacher supervisors, school principal advisors, teacher advisor organizations such as the Kindergarten

Teacher Association (IGTK) supervise the achievement of the National Education Standards (SNPs) and

other supervisory main tasks. Non-technical work, for example as a judge in various school

championships or competitions, as an evaluator in accreditation activities outside the region, and

participating in coaching and development activities for various developments, etc. These non-technical

activities certainly interfere with the effectiveness of implementing the academic framework.

External barriers are obstacles that come from outside the supervisor, which can be caused by

government regulations, teacher conditions, or environmental conditions. The workload for school

supervisors according to the Work Guidelines for Elementary and Middle School Supervisors by the

Ministry of National Education, Directorate of Educators and Education Personnel, Directorate of SD and

Middle School Development (2007) published a minimum of 37.5 hours @ 60 minutes a week. However,

in reality, the workload is beyond the limit because supervisors still have to meet the quota for issuing

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supervisory certificates for 7 schools, including teachers working in these schools.

Academic supervision of PAUD officers is included in the supervisory function. The school

principal must supervise the work carried out by education staff and education staff (Hartono et al.,

2019). Teachers who have received academic supervision from the principal will have the advantage

that the teacher can develop their skills, improve or improve the teaching methods used to teach the

teacher, worthy of being considered an ideal teacher (Hanifah et al., 2023).

Act Carry on Supervision Academic in Increase Performance Teach Teacher

The supervisor stated that supervision of school supervision was carried out by analyzing the

results of monitoring the management of learning and class supervision. The principal as supervisor

explained the teacher shortage in a relaxed atmosphere. Based on the results of class supervision, if

there are problems they will be handled under clinical supervision. Ideally, clinical supervision must

continue to be carried out so that the supervisor knows the development and improvement of the

learning process of the teachers involved. Clinical supervision cannot be carried out continuously

because the supervisor's duties are many and the scope of support is wide. Follow-up monitoring can

also take the form of strengthening and rewarding qualified teachers, reprimanding teachers for

substandard education, and providing opportunities for teachers to receive additional

training/upgrades. The results of school supervision are forwarded to supervisors to find out the

qualifications of teachers in each school.

The research results show that the training carried out by supervisors can be in the form of direct

and indirect training. Face-to-face coaching is carried out through face-to-face conversations with

teachers, discussing together teacher deficiencies in monitoring learning management and classroom

monitoring results. Indirect training usually takes place within the framework of internal training

activities. In addition to carrying out coaching directly and indirectly, school supervisors delegate

teacher development activities to school principals who are under their authority as a form of

cooperation with supervisors to ensure the success of ongoing coaching.

This description is in line with the opinion of Prasodjo (2017) which stipulates that supervision is

carried out in the form of: Teachers who meet the requirements are strengthened and rewarded,

education reprimands for teachers are below standard and teachers are given opportunities for

support/improvement. As part of monitoring the results of school supervision, school supervisors

provide direct, indirect or collaborative training to teachers and principals with the aim of improving

supervision results. Coaching is done through private conversations with the teachers involved.

This is in accordance with the opinion of Prasojo (2017) who argues that there are five steps to

developing teacher competence through academic supervision, namely: 1. Creating harmonious

relationships, 2. Needs analysis, 3. Strategy and media development, 4. Evaluation and 5. Revision. In

addition, supervisors can also work with K3S in terms of teacher development, so that the principal as

the direct supervisor of teachers continues to train teachers.

As explained by Sergiovanni quoted by Susanto (2016) there are three monitoring objectives,

namely: 1. Learning supervision is carried out to help teachers develop their teaching skills and use their

skills through certain techniques. 2. Learning supervision is carried out in the context of controlling

teaching and learning activities in schools. This monitoring can be done through the principal in class

when the teacher is teaching, in private conversations with teachers, colleagues, or with certain

students. 3. The purpose of school support is to encourage teachers to apply their skills in carrying out

their teaching duties, encourage teachers to develop their own skills, and encourage teachers to really

care, focus on their duties and responsibilities.

The theory of supervision techniques according to Purwanto includes individual techniques and

group techniques. Personal techniques can be obtained through activities such as visiting classrooms,

observing, giving instructions to teachers on how to study student personalities, and guiding teachers

with questions related to curriculum implementation in schools. Supervision is a pedagogic process

which initially includes several learning processes that begin simultaneously between students and

supervisors (Yussanti & Dwikurnaningsih, 2020).

Group skills can be acquired through activities such as organizing meetings or lectures, organizing

group discussions and organizing refresher courses. The guided coaching techniques described by some

of the experts above show that coaching techniques include individual techniques and group techniques.

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CONCLUSION

After collecting, processing, and analyzing the results of the research discussed in the previous

chapter, the following conclusions are drawn: In order for teachers to be able to carry out the noble

tasks assigned to them at school, it is necessary to receive regular guidance in the form of technical

guidance. This technical assistance is provided to teachers as part of an ongoing capacity building effort.

This assistance is in the form of school supervision provided by school principals and supervisors.

Academic monitoring is carried out to detect teachers in implementing learning activities starting from

planning, implementing and evaluating activities. School leaders can determine teacher capacity and

performance in each teacher learning activity through monitoring, monitoring and supervising learning

activities in class. The establishment of school supervision by school supervisors to improve the

performance of Kindergarten teachers fulfills the principle of establishing school supervision using

individual and collective monitoring techniques. But in reality, academic supervision is only carried out

periodically in the supervision of learning management, while class supervision or class visits are not

optimal due to the supervisor's limited time. Limited time because the supervisor's workload is too

heavy and the target area is quite large. This can be overcome by involving school principals and deputy

curriculum supervisors in carrying out school supervision. The development of learning monitoring

techniques can also help school supervisors to carry out effective learning monitoring to improve

teacher learning performance. Utilization of information and communication technology is one of the

means that can streamline the duties of supervisors in teacher development.

The conclusion of the monitoring results will be an element of the assessment which will be

communicated to the head of the service. The findings in the form of advantages and disadvantages

become a fundamental document for academic development and increasing the capacity of teachers and

school leaders. Further academic monitoring by school supervisors to improve the performance of

Kindergarten teachers is carried out by strengthening qualified teachers and training unqualified

teachers. Further school supervision also involves the principal and assistant supervisors in charge of

curriculum to train teachers on an ongoing basis. In general, academic supervision by school supervisors

is considered effective in improving teacher learning performance.

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First publication right:

Asian Journal of Engineering, Social and Health (AJESH)

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