Definition of Supervision

EDUCATIONAL SUPERVISION A. Definition of Supervision Supervision, if viewed etymologically, can be understood as an activity or activity to assess or review the activities or performance of members carried out by a leader or superior in an agency or organization. In Carter Good's Dictionary of Education, supervision is written as all efforts of school officials in leading teachers and other education personnel as an effort to improve teaching including stimulating, selecting the growth and development of teacher positions, selecting, and revising educational goals, teaching materials and teaching methods as well as conducting teaching evaluations. Supervision itself in the world of education is something that is very important to implement because it will affect the performance of teachers which in the end will indirectly affect the learning outcomes in the classroom. There are several basic things in supervision that are carried out in learning including curriculum development, where with the development of the curriculum, educators will also be required to develop in order to be in accordance with the current curriculum. The curriculum itself will always develop in accordance with the times. Indonesia itself is a country that often changes the curriculum with the aim of adapting to the times and the development of generations. The curriculum must be adjusted to the educational needs of the current generation in order to be able to bring the country to be more advanced. Historically, the curriculum is defined as a tool that brings people from start to finish. The definition of the curriculum itself continues to develop with the development of educational theory and practice. With the development of the curriculum, it is hoped that graduates will also follow the development of the times, one of the aspects that influences in determining it is the quality of teachers or educators. In its implementation, educational supervision in schools is carried out by the principal who is called the supervisor, where this supervisor is tasked with supervising and controlling teacher performance. This supervision and control is carried out so that in carrying out their duties, teachers do not commit deviations as teachers or educators. Teachers are required to always be able to improve their performance and creativity in teaching, but to improve or develop this, there are several obstacles that teachers must face. Therefore, supervision is very necessary for teachers so that teacher performance becomes better so that it can have an impact on education. B. Types of Supervision Supervision itself in its implementation is divided into several types which include: 1. General supervision and teaching supervision. Teaching supervision is a supervision activity aimed at improving conditions that allow for the creation of better learning implementation, while general supervision is not directly related to efforts to improve the quality of learning. 2. Clinical supervision Clinical supervision is an effort to improve teaching carried out through a systematic cycle from the planning stage, observation, and intensive intellectual analysis of teaching performance. 3. Inherent supervision and functional supervision Inherent supervision is an administrative and management activity carried out by the head of the work unit to prevent mismanagement and increase work efficiency and effectiveness in accordance with government policy. Supervision can be interpreted as a planned coaching activity to help teachers and employees and other school staff in doing their jobs effectively so as to obtain good results. Supervision is assistance from school leaders given with the intention of developing the leadership and professionalism of teachers and employees and other school staff in achieving educational goals. Supervision is supervision of the implementation of technical educational activities in schools, not just physical supervision of physical materials. In its application or implementation, supervision not only supervises teachers and employees and other staff, but also supervises whether the work done has gone well and in accordance with the provisions or not and also provides solutions and seeks ways together to improve their work towards a better direction and in accordance with the provisions that have been set. C. Function of Educational Supervision Function is defined as the active task of supervision activities carried out by a person who holds the position of supervisor. Herabuddin said that the function of educational supervision is to motivate the idealism of teachers and to strive for facilities as well as accommodating learning media so that the learning process runs smoothly and perfectly (in Maimunah, 2020:94-95). In contrast to Sutisna, some of the functions of supervision are as follows: 1. Supervision functions as a driver of change, teachers often consider teaching tasks as routine work from time to time, There are no changes in either material or methods. In such a situation, there needs to be an initiative from the principal or supervisor to direct teachers to update learning materials in accordance with advances in science and technology and the environment; 2. Supervision functions as a service program, to advance teaching, in learning situations problems often occur both by teachers and students. Teachers often have difficulty in planning, planning and evaluating learning. So, in this case the supervisor provides direction and guidance to teachers so that they can manage learning more effectively including solving student learning problems; 3. Supervision functions to improve human relations capabilities to achieve goals, teachers or principals do not do it alone, there needs to be cooperation with the community. In reality, not all teachers and principals are able to carry out cooperative relationships with related parties. So the supervisor's job is to help teachers recognize themselves and recognize their tasks and complete them. The most important thing is to help teachers and principals to improve cooperation with parents of students, the community or with related agencies; D. Supervision Techniques 1) Group Supervision Techniques Supervisors can use various techniques to help teachers improve teaching and learning situations, both in groups (group techniques), or individually (individual techniques) or directly, namely face to face, and indirectly, namely through communication media (visual, audial, audiovisual). Group techniques introduced by Pangaribuan from various expert opinions include by doing (in Abbas, 2018: 17-22). 1. Orientation Meeting An orientation meeting is a meeting between supervisors and supervisees (especially new trainee teachers) which aims to introduce the supervisee to a new working environment. In the orientation meeting, the supervisor explains important things that need to be done in order to improve the quality of teacher professionalism in carrying out teaching tasks. After the supervisor provides an important explanation, the supervisor then asks for input from the supervisee regarding what needs to be done to improve learning services. With this orientation meeting, supervision is early on avoided from various problems that may be faced in carrying out tasks later. 2. Teacher Meeting There are many types of teacher meetings, both in terms of their nature, types of activities, objectives, number of participants and so on. A teacher meeting led by a supervisor will produce good teachers, if planned well, implemented according to the plan, and followed up according to the agreement reached in the meeting. 3. Inter-Teacher Group Study Teachers in similar subjects gather together to study a problem or a number of learning materials. The topic of discussion has been determined and detailed in outlines or in the form of main questions that have been arranged in an orderly manner. Various communication techniques can be used to study materials. For example, someone who raises a problem and discusses it together. It is better if the materials have been studied first. To be able to enrich the discussion, quite a lot of book sources are needed. 4. Discussion as an Exchange of Thoughts or Opinions Discussion is an exchange of thoughts or opinions through a conversation process between 2 or more individuals about a problem to find alternative solutions. Discussion is one of the tools for supervisors to develop various skills in teachers in overcoming various problems or difficulties by exchanging ideas with each other. Through this technique, supervisors can help teachers to know each other, understand, or explore a problem, so that together they will try to find alternative solutions to the problem. 5. Workshop Workshops in educational supervision activities can be interpreted as a group learning activity that occurs from a number of teachers or educators who have relatively the same problems and want to solve them together through conversation and working in groups or individually. 2) Individual Supervision Techniques In addition to supervision techniques carried out in groups, in this case the school supervisor or principal as a supervisor can also supervise using individual techniques. The individual supervision technique used by the supervisor in implementing the teaching supervision program directly touches on the teacher's teaching activities. This individual supervision is indeed more directed at academic supervision, although it is not closed to its use in managerial supervision (in Abbas, 2018:26-28). 1. Class Visits According to Pidarta, the class visit technique when compared to the observation technique seems at first glance to be mixed up and not easy to distinguish. There are experts who equate observation techniques with class visit techniques, but there are also experts who differentiate them because of their different methods and objectives. Class visits are carried out in an effort by the supervisor to obtain data about the actual situation regarding the teacher's teaching abilities and skills. 2. Class Observations Class observations carried out together with class visits are an activity carried out by the supervisor to observe the training teacher who is teaching in a class. While in class, the supervisor makes careful observations, using certain instruments, of the classroom atmosphere with the aim of obtaining objective data. 3. Intervisitation A visit between classes in a school or between similar schools is an activity that primarily exchanges experiences between teachers or principals about efforts to improve the teaching and learning process. The benefit of this interclass visit is that they can compare and learn from each other about the advantages and superiority of the quality of teachers in providing learning services to their students. 4. Self-Assessment The teacher trainer realizes that his/her teaching ability and skills must always be improved. The teacher will always have good and varied teaching techniques and approaches. In this technique, the teacher trainer himself/herself assesses his/her performance while teaching by asking his/her students to observe, comment on, and assess the actions or behaviors he/she displays while teaching.