Siti Alawiyah Urpah (Second-semester student, Class C, Student ID 2249100102, Master's Program in Islamic Education Management, UIN Sunan Gunung Djati Bandung)
In the implementation of supervision or oversight in educational institutions, it is essential to understand the models of supervision that can be applied. This ensures that the supervision carried out aligns with the established guidelines and produces the desired outcomes, namely, improving the quality of educational institutions. This essay discusses the various academic supervision models used in the oversight and evaluation of educational programs.
First; The Basic Concept of Academic Supervision. Academic supervision is a monitoring activity conducted to address obstacles in the learning process as an effort to enhance education quality through motivating, guiding, mentoring, and directing teachers as a means of professional development. The objectives of academic supervision include: 1) Assisting the professional development of teachers. 2) Ensuring the teaching and learning process runs smoothly. 3) Encouraging teachers to improve their competencies.
The target of academic supervision is teachers, encompassing the core learning materials, syllabus and lesson plans (RPP), teaching methods, and assessment of both learning processes and outcomes. Theoretically, the principles of academic supervision are scientific, democratic, cooperative, and constructively creative. Practically, the principles include being practical, systematic, objective, realistic, anticipatory, constructive, cooperative, familial, democratic, active, humanistic, and continuous.
Second; Models of Academic Supervision. According to Putri Handayani et al. in their journal, there are three models of academic supervision: 1) Conventional or Traditional Model -- Supervision in this model focuses on finding mistakes and monitoring subordinates. 2) Scientific Model -- Supervision is conducted based on data, planning, and established procedures. 3) Clinical Model -- Supervision that focuses on improving the quality of the learning process through a routine, systematic, and planned cycle involving systematic observation, analysis, and follow-up evaluation. Characteristics of the clinical model include initiative, a friendly and humane approach, and a partnership between supervisor and supervisee. It may involve individual conversations, group discussions, teaching demonstrations, and access to professional libraries.
Third; Functions, Tasks, and Techniques of Academic Supervision.
According to Sulastri, one of the duties of the principal is to supervise teachers. Supervision is divided into academic supervision and general supervision. Through academic supervision, school principals, school supervisors, and educational stakeholders can reflect on the implementation of educational programs in schools. Based on Permendiknas No. 39 of 2009, the scope of academic supervision includes: 1) Guiding teachers in planning, implementing, and evaluating the teaching process. 2) Monitoring the implementation of content standards. 3) Monitoring the implementation of process standards. 4) Monitoring the implementation of graduate competency standards. 5) Monitoring the implementation of teacher standards. 6) Monitoring the implementation of assessment standards.
Techniques of academic supervision are divided into individual and group techniques.
Fourth; Stages of Implementing Academic Supervision/Oversight.
According to Asmendri, there are three stages in implementing academic supervision: 1) Supervision Planning -- The scope of planning aligns with the Academic Supervision Guidebook by the Directorate General of PMPTK (2010), which includes: a) Curriculum implementation; b) Preparation, implementation, and assessment of teaching by teachers; c) Achievement of graduate competency standards, process standards, content standards, and their regulations; d) Improvement of learning quality. 2) Supervision Implementation -- Supervision must be carried out regularly and continuously to improve the quality of learning. It includes both normal and clinical supervision. 3) Follow-Up of Supervision Results -- Principals carry out post-supervision activities as a reflection of the supervision outcomes.
Academic supervision is a process of teacher development aimed at improving professionalism and learning quality through a scientific, democratic, and continuous approach. There are various models of supervision, from conventional to scientific to the more humanistic and quality-oriented clinical model. Principals and supervisors play a critical role in implementing academic supervision, from planning and execution to follow-up. This supervision can be carried out through both individual and group techniques to monitor and evaluate school teaching processes and standards.
This article is summarized from the Teaching Module for the Supervision and Evaluation of Education course, Part 11, taught by Prof. Dr. H. A. Rusdiana, MM., pages 206 to 223.
Teaching material link:
https://digilib.uinsgd.ac.id/65274/1/BUKU%20AJAR%20PENGAWASAN%20EVALUASI%20PENDIDIKAN.pdf
