Implementasi Supervisi Instruksional: Pendekatan dan Tantangan Pengembangan Profesionalisme Guru
), Joulanda A.M Rawis(2), Mozes Markus Wullur(3), Viktory N.J. Rotty(4), (1) Manajemen Pendidikan, Universitas Negeri Manado
Indonesia
(2) Manajemen Pendidikan, Universitas Negeri Manado
Indonesia
(3) Manajemen Pendidikan, Universitas Negeri Manado
Indonesia
(4) Manajemen Pendidikan, Universitas Negeri Manado
Indonesia
Corresponding Author
DOI : https://doi.org/10.24036/jbmp.v10i2.115405
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Abstract
Penelitian ini bertujuan untuk menganalisis dan mendeskripsikan secara kualitatif implementasi supervise instrusional dari sudut pandang pendekatan dan tantangannya dalam pengembangan profesionalisme guru. Penelitian ini dilakukan dengan pendekatan systematic review dan disajikan secara deskriptif kualitatif. meta-analisis dilakukan untuk merangkum berbagai hasil penelitian terkait dengan implementasi supervise instruksional dari pendektan dan tantangan terkait dengan peningkatan profesionalisme guru. Penggalian literatur dilakukan secara online dengan memanfaatkan layanan internet. Penelitian ini mengikuti enam langkah systematic reviewi yaitu: (a) memformulasikan pertanyaan penelitian, (b) melakukan pencarian literatur, (c) melakukan skrining dan seleksi artikel penelitian, (d) melakukan analisis dan sintensis temuan-temuan kualitatif, (e) memberlakukan kendali mutu, dan (f) menyusun laporan akhir. Hasil systematic reviewi menyimpulkan dalam implementasi perkembangannya pendekatan supervise menghasilkan model-model supervise yang dapat dikelompokkan menjadi dua: (1) supervise formatif, dan (2) supervise sumatif. Supervisi formatif dicirikan sebagai proses di mana kepala sekolah memiliki tanggung jawab profesional, kualifikasi, dan pelatihan khusus untuk mengawasi anggota staf sekolah. Sedangkan supervisi sumatif adalah penilaian penilaian kinerja guru. Kepala sekolah sering menghadapi tantangan praktis, konseptual, dan sosioafektif yang signifikan dalam melaksanakan superivi. Penelitian ini memberi implikasi bahwa supervisi dianggap sebagai proses yang memberikan dukungan dan pengetahuan yang dibutuhkan guru untuk tumbuh secara profesional. Keberhasilan pelaksanaan praktik supervise ditentukan berdasarkan pendekatan dan model mana yang paling masuk sesuai dengan kebutuhan guru.
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