PENINGKATAN KINERJA MELALUI SUPERVISI EDUKATIF PERIODIK BAGI GURU SD NEGERI 1 TAWANGHARJO KECAMATAN TAWANGHARJO KABUPATEN GROBOGAN PADA SEMESTER I TAHUN PELAJARAN 2016/2017

Abstract

This study aims to describe the steps of periodic educative supervision in preparing learning plans,
implementing learning, assessing learning achievement, carrying out follow-up assessments of student learning
achievement that can improve teacher performance. This performance improvement through periodic educative
supervision. This action research was conducted on the teachers of SD Negeri 1 Tawangharjo, Tawangharjo
Subdistrict, Grobogan District, totaling 6 people. Action research is conducted from 19 September 2016 to 13
December 2016. The research design used is a design action research plot: making action plans, implementing
actions, and reflecting actions. The results of the reflection are used as guidelines for decision making to continue or
stop the research. The study was carried out spirally in cycles until the second cycle. Research data in the form of
observations notes, field notes, planning documentation and supervision results. The main data collection instrument
is the researcher, while the supporting instruments are observation, documentation guidelines. Data analysis was
carried out with qualitative and quantitative techniques. Based on the findings, exposure, reflection, and discussion of
the results of the study, this section can conclude that through periodic educational supervision for teachers of
Tawangharjo 1 Public Elementary School, Tawangharjo Subdistrict, Grobogan Regency in the first semester of the
2016/2017 academic year, performance improved. The increase is as follows: a) Aspects of planning learning
activities: a) The highest increase in aspect number 4 is allocating time with an increase of 33.66%, b) The lowest
increase in aspect number 1, which describes the learning objectives with an increase of 26.00% 2) Aspects of
Activities Learning Implementation: 1) The highest increase in aspect number 6 is to use learning resources with an
increase, 33.00%. 2) The lowest increase in aspect No. 8 is to interact with students using communicative language
with an increase of 26.73. 3) Aspects of activities assessing student achievement. a) The highest increase in aspect
number 4, which is assessing learning outcomes with an increase of 36.00%. b) The lowest increase in aspect No. 7
concludes learning outcomes with an increase of 27.67%, 4) Aspects of follow-up activities on the results of
assessment: a) The highest increase in aspects of carrying out follow-up with a 32% increase b) The lowest increase
in aspects of analyzing the results of follow-up program evaluation assessment results with an increase of 27.83%.