Pengelolaan Supervisi Pembelajaran Berbasis Kurikulum 2013 di SMK

R. Riyanto

DOI: https://doi.org/10.23917/jmp.v12i3.5519

Abstract

The purposes of this study are: (1) Describing the supervision planning of learning
based on Curriculum 2013 in SMK Pancasila 3 Baturetno Wonogiri Regency. (2)
Describing the supervision implementation of learning based on Curriculum 2013
in SMK Pancasila 3 Baturetno Wonogiri Regency. (3) Describing the evaluation and
follow-up of supervision of learning based on Curriculum 2013 in SMK Pancasila
3 Baturetno Wonogiri Regency. The Type of the research is qualitative research with
phenomenological design which conducted in SMK Pancasila 3 Baturetno. The
techniques data collection with in-depth interviews, observation and documentation.
Data analysis using descriptive - qualitative analysis model.
The results of the study are : (1) Supervision activity of learning at SMK Pancasila
3 Baturetno conducted by good planning. The principal and the vice principal of
curriculum make a concept of supervision schedule according to applicable schedule
and List Sort Rank (DUK). Then, this concept is coordinated to all teachers as a means
of information about the supervision activity of learning and its schedule. Three
aspects which supervised by principal are instructional administration, learning
implementation and assessment administration. (2) Supervision of learning is done
by observation technique. The principal supervises the class based on the schedule.
The assessment is set out in a supervisory instrument and principal’s notebook in the
form of scores and descriptions. (3) The evaluation of supervision is conducted after
the supervised teacher has no teaching duty. The evaluation discusses the results
of supervision, especially the strength and weaknesses of the supervised teaching
in carrying out teaching and learning duties. In general, the results of supervision
summarized from supervision evaluation activities showing that teachers of SMK
Pancasila 3 Baturetno are completed in administration, competent in delivering
lessons and completed in assessment administration. However, there are some
teachers still having different perceptions in understanding the implementation of
the Curriculum 2013. Therefore, the principal facilitates to hold MGMP and IHT as
a follow-up of supervision.

Keywords

Supervision; management; curriculum 2013

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