SUPERVISI KLINIS UNTUK MENINGKATKAN KOMPETENSI GURU SD DALAM MENYUSUN RPP

Abstract

Penelitian ini bertujuan membuktikan supervisi klinis dapat meningkatkan dan mengukur presentase peningkatan kompetensi guru dalam menyusunan RPP sebelum dan sesudah supervisi klinis.Merupakan penelitian Tindakan sekolah (PTS). Subyek penelitian adalah guru SD Sambikerep yang berjumlah 3 orang. Hasil penelitian membuktikan bahwa supervisi klinis dapat meningkatkan kompetensi dan prosentase ketuntasan guru dalam menyususn RPP. Hal ini terbukti dengan tercapainya semua indikator keberhasilan dalam penelitian. Indikator kinerja yang dijadikan acuan dalam penelitian ini adalah kompetensi guru dalam menyusun RPP minimal mendapatkan rata-rata skor minimal 70 dengan persentase ketuntasan minimal 80%.Hasil penelitian menunjukkan supervisi klinis terbukti dapat meningkatkan kompetensi guru dan meningkatkan presentase ketuntasan guru dalammenyusun RPP, terbukti pada siklus pertama prosentase guru yang dalam menyususn RPP 66 % dan meningkat pada siklus kedua menjadi 100%, dengan demikian terdapat kenaikan presentase sebesar 34 %.

This researsch aims to prove clinical supervision be able to increasing and quantify percentage of raising teacher competency in preparing lesson plans before and after clinical supervision. This research was school action research. The subject or the sudy were teachers of Sambikerep elementary school, amounting to 3 people. The results of the study prove that clinical supervision can improve the competence and percentage of teacher completeness in developing lesson plans. This is proven by the achievement of all indicators of success in research. Performance indicators that are used as a reference in this study are teacher competency in preparing lesson plans to get a minimum average score of at least 70 with a percentage of completeness of at least 80%. The results of research show clinical supervision is proven to improve teacher competency and increase the percentage of teacher completeness in compiling lesson plans, as evidenced in the first cycle the percentage of teachers in preparing the lesson plan was 66% and increased in the second cycle to 100%, so there was an increase in percentage by 34%.