Pelaksanaan Supervisi Klinis dalam peningkatan Pembelajaran Pendidikan Agama Islam di SMP Negeri 4 Batu

ABSTRAK

Supervisi klinis adalah suatu proses pembimbingan dalam pendidikan yang bertujuan membantu pengembangan profesional guru dalam pengenalan mengajar melalui observasi dan analisis data secara obyektif, teliti sebagai dasar untuk mengubah perilaku mengajar.

Penelitian ini bertujuan untuk mendeskripsikan pelaksanaan supervisi klinis dalam pembelajaran Pendidikan Agama Islam di SMP Negeri 4 Batu. Oleh karena itu, penelitian ini difokuskan pada (1) bagaimana pelaksanaan supervisi klinis dalam peningkatan pembelajaran pendidikan agama islam yang dilakukan oleh kepala SMP Negeri 4 Batu, dan (2) bagaimana peningkatan mutu pembelajaran pendidikan agama islam pada setiap tahap pelaksanaan supervisi klinis, yang meliputi: perencanaan pembelajaran, pelaksanaan pembelajaran, dan evaluasi pembelajaran.

Penelitian ini menggunakan pendekatan kualitatif dengan metode deskriptif analisis melalui rancangan studi kasus yang diaplikasikan dalam bentuk penelitian tindakan (action research). Teknik pengumpulan data dilakukan melalui observasi, wawancara, dan dokumentasi. Data yang terkumpul dianalisis melalui proses reduksi, display, verifikasi serta penarikan simpulan.

Adapun temuan penelitian ini menunjukkan bahwa (1) supervisi klinis di SMP Negeri 4 Batu belum terlaksana secara baik. Guru belum sepenuhnya menyusun perencanaan pembelajaran secara mandiri. Pembelajaran terkesan monoton sehingga siswa kurang terkondisikan untuk belajar secara aktif. Evaluasi dilakukan sebatas sumatif-formatif, belum ada evaluasi yang mengarah pada proses dan kinerja guru selama pembelajaran. (2) dalam proses pelaksanaan tindakan tahap demi tahap setelah dikembangkan dapat disimpulkan bahwa supervisi klinis sudah dilaksanakan dengan baik, supervisor sudah mampu melakukan kegiatan pertemuan awal, pelaksanaan observasi dan kegiatan pertemuan akhir yang berupa umpan balik. Guru telah menyusun perencanaan pembelajaran secara mandiri dan mencerminkan kebutuhan obyektifnya. Pembelajaran dilaksanakan dengan baik, metode yang digunakan lebih variatif, motivasi siswa meningkat, dan materi terserap dengan baik. Dalam hal evaluasi, guru sudah melakukan perbaikan secara terus-menerus, membuka sesi tanya jawab berkaitan dengan proses pembelajaran di akhir pertemuan, serta menyusun pedoman evaluasi kinerja guru dalam mengajar.

ABSTRACT

Clinical supervision is a process of mentoring in education aimed at helping the professional development of teachers in the introduction of teaching through observation and analysis of data in an objective, thorough as the basis for changing teaching behavior.

This study aims to describe and develop the implementation of clinical supervision of the teaching of Islamic Religious Education in Junior High School 4 Batu. Therefore, this study focused on (1) how the implementation of clinical supervision to the improvement of learning Islamic religious education is carried out by the head of the Junior High School 4, and (2) how to increase the learning process of Islamic religious education at every stage of the implementation of clinical supervision, which includes: lesson planning, learning implementation, and evaluation of learning.

This study used a qualitative approach. The first study focused on the type of research used a qualitative descriptive. In the second study used the focus of the development of this type of research is applied in the form of action research (action research). Techniques of data collection is done by observation, interviews, and documentation. The collected data were analyzed through a process of reduction, display, drawing conclusions and verification. The research report presented in the form of descriptive explanation, complete with pictures and tables that are tailored to the scope of the discussion.

The findings of this study indicate that (1) clinical supervision at the Junior High School 4 Batu has not been done properly. Teachers have not been able to develop lesson planning. Seem monotonous learning so that students are not conditioned to learn. Done only summative evaluation-formative, there has been no evaluation that leads to the process and the performance of teachers during lessons. (2) In the implementation process step by step actions can be concluded that clinical supervision can be implemented well, the supervisor is able to perform the initial meeting, the implementation of the final meeting of observations and activities in the form of feedback.

Teachers are able to develop independent learning plans and reflect the needs of its objective. Well conducted study, the method used more varied, increased student motivation, and material well-absorbed. In terms of evaluation, teacher improvement process is continuous, open question and answer session related to the learning process at the end of the meeting, and to develop guidelines for evaluating the performance of teachers in teaching.