Model of Supervision Based on Primary School Teacher Professional Competency in Tematic Learning in Curriculum 2013
DOI:
https://doi.org/10.23887/jere.v1i3.11400Keywords:
Supervision, Primary Teacher Professional Competence, Integrated Learning, . 2013th CurriculumAbstract
This study aims to find the Supervision Model Based on Primary Teacher Professional Competence which effective on integrated learning. This study use research and development with qualitative approach which will be carried out in the Palmerah, West Jakarta. The techniques used to collect data are interviews, questionnaires, observation and documentation. Data v alidity is tested with credibility, transferability, dependability, and comfortability. The model developed will be validated using the Delphi technique. The result of this research is the discovery of the model and device-based supervision model of professional competence of primary teachers in integrated learning. The long-term goal of this research is to improve the teachers’ competence and the supervision quality for primary teachers in integrated learning
References
Afolakemi, Oredein and David, O Oloyede. (2007). “Supervision and quality of Teaching Personnel effect on student’ Academic Performance”. Educational Research and Review, 2(3) Academic Journal
Arifah, Neny. 2006. Pengembangan Supervisi Klinis untuk Meningkatkan Keterampilan Dasar Mengajar Guru. Tesis. Surabaya: Program Studi Manajemen Pendidikan Universitas Surabaya.
Balci, Ali, Demirkasimoglu, N., Erdogan, C. dan Akin, U. (2011). Turkish Teachers’ and Supervisors’ Metaphorical Perceptions about Supervisors. International Research Journal, Educational Research, 2 (10) : 1602 – 1610.
Ball, D. L., Thames, M. H., & Phelps, G. (2008). Content knowledge for teaching: What makes it special? Journal of Teacher Education, 59(5) : 389–407.
Baumert, J., Kunter, M., Blum, W., Brunner, M., Voss, T., Jordan, A., et al. (2010). Teachers’ mathematical knowledge, cognitive activation in the classroom, and student progress. American Educational Research Journal, 47 : 133–180.
Boyle, B., While, D. and Boyle, T. (2004). A Longitudinal Study of Teacher Change: What Makes Professional Development Effective? The Curriculum Journal,. 15 (1) : 45 -68.
Collins, B.A. (2004). Teacher Performance Evaluation : A Stressful Experience from a Private Secondary School. Educational Research, 46 (1)
Delaney, S., Ball, D., Hill, H., Schilling, S., & Zopf, D. (2008). Mathematical Knowledge for Teaching: Adapting U.S. Measures for Use in Ireland. Journal Mathematics Education , 11 : 171 -197.
Dodeen Hamzeh, et.al. (2012). The Effect of Teachers’ Qualifications, Practises, and Perceprtions on Student Achievement in TIMMS Mathematics: A Comparison of Two Countries. International Journal of Testing, 12 : 61 – 77.
Driel, J.H., Beijaard, Douwe, and Verloop, Nico. (2001). Professional Development and Reform in Science Education. The Role of Teachers' Practical Knowledge. Journal of Reserch in Science Teaching., 38 (2) : 137 - 158
Faisal. (2003). Kinerja Pengawas Pendidikan Agama Islam dalam Pengembangan Kompetensi Profesional Guru Agama Islam Sekolah Lanjutan Tingkat Pertama di Kota Bandung (Studi Terhadap Kinerja Pengawas Pendidikan Agama Islam Departemen Agama Kota Bandung. http://digilib.upi.edu/pasca/available/etd-0927106-132940/ (diunduh 20 Juni 2009).
Fullan, M., Cuttress, C. & Kilcher, A. (2005). Eight forces for leaders of change. Journal of Staff Development, 26 (4) : 54-64
Handoko, T. Hani. (1995). Manajemen (edisi kedua). Yogyakarta : BPFE (Anggota IKAPI) Gajahmada Press
Hill, H., Rowan, B., & Ball, D. (2005). Effects of Teachers’ Mathematical Knowledge for Teaching on Student Achievement. Americans Educational Journal. Summer 2005 , 42 (2) : 371 – 406 f
Holland, P & Adams, P. (2002). Through the Horns of Dilemma between Instructional Supervision and the Summative Evaluation of Teaching . International Journal of Leadership in Education. 5 (3) : 227 -247.
Holland, P.& Garman, N. (2001). Toward a Resolution of The Crisis of legitimacy in the Field of The Supervision. Journal of Curriculum and Supervision, 16 (2) : 95 – 111.
Kurniawan, Agung. (2005). Transformasi Pelayanan Publik.Yogyakarta: Pembaharuan
Mahmudi. 2005. Manajemen Kinerja Sektor Publik (Edisi I). Yogyakarta : Penerbit Buku UPP AMP YKPN
Nuchiyah. (2004). Kontribusi Kepemimpinan Kepala Sekolah dan Kinerja Mengajar Guru terhadap Prestasi Belajar Siswa Studi Deskripsi Analisis pada Sekolah Dasar Negeri se Kecamatan Buaran Kabupaten Serang tahun 2004. http://digilib.upi.edu/pasca/available/etd-1004106-115914/ (diunduh 29 Mei 2017].
Pidarta, Made. (2009). Supervisi Pendidikan Kontekstual Jakarta : Rineka Cipta.
Rudiyanto. (2004). Pengaruh Pelaksanaan Supervisi Pendidikan Kepala Sekolah Terhadap Kemampuan Profesional Mengajar Guru Pendidikan Agama Islam di MTsN Ketanggungan Kabupaten Brebes. http://library.walisongo.ac.id/digilib/gdl.php?mod=browse&op=read&id=jtptiain-gdl-s1-2004-rudiyanto3-703 (diunduh 17 Juni 2017)
Sahertian, Piet A. (2000). Konsep Dasar & Teknik Supervisi Pendidikan dalam Rangka Pengembangan Sumber Daya Manusia. Jakarta : PT Rineka Cipta.
Sahertian, Piet A. (2000). Konsep Dasar & Teknik Supervisi Pendidikan dalam Rangka Pengembangan Sumber Daya Manusia. Jakarta : PT Rineka Cipta.
Sapkova., Alesja. (2013). Study on latvian Matehmatics Teachers’s espoused Beleifs about Teaching and Learning and Reported Practices. International Journal of Science and Mathematics Education 11 : 733-759.
Usman, Uzer. (2009). Menjadi Guru profesional. Bandung: PT Remaja Rosdakarya
Zwiep, S.G and Benken, B.M. (2013). Exploring Teachers’ Knowledge and Perceptions across Mathematics and Science Through Contentrich learning Experiences in a Professional Development Setting. International Journal of Science and Mathematics Education (11) : 299-3
Downloads
Published
How to Cite
Issue
Section
License
Authors who publish with the Journal of Evaluation and Research in Education (JERE) agree to the following terms:
- Authors retain copyright and grant the journal the right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work. (See The Effect of Open Access)
