Development of Education Supervision Model by High School

Supervisor in Indonesian Teaching Teachers in Kota Medan

Parlaungan Lubis

Universitas Islam Sumatera Utara,Jl. Sisingamangaraja. Teladan-Medan. Medan. Indonesia

Keywords: Development, Education, Supervision

Abstract: The problems in this study are: 1) How is the implementation of educational supervision by high school

supervisors in Indonesian subject teachers in planning learning in the Medan? 2) How is the implementation

of educational supervision by high school supervisors in Indonesian subject teachers in carrying out the

learning process in Medan? this study aims to: 1) describe the implementation of educational supervision by

high school supervisors on Indonesian subject teachers in planning learning in Medan. 2) describe the

implementation of educational supervision by high school supervisors in subject teachers in Medan. This

stutudy uses qualitative methods. The researcher is the main instruments.Observation, interview, and

document study are the techniques to collect data from high school supervisors and Indonesian subject

teachers. The results of ths study are: 1) The implementation of academic supervision in planning learning is

done by individual and group techniques. Individual techniques are carried out in a personal way. The

teacher meets the school supervisor in the principal's office or in the teacher's room. Supervision by

initiating school visits through the principal. Coaching is given if there are deficiencies or problems in the

planning of learning made by the teacher. Group discussion technique is done by gathering sub-rayon

teachers to be given guidance, but if the supervisor who fosters in the school is an Indonesian supervisor,

coaching is given individually. 2) The implementation of educational supervision by high school

supervisors in implementing learning using conventional models with an innovative approach. Supervision

is done by making visits to the class by assessing how to teach the teacher. This is the reason why the school

supervisors does not fully used the principles of proper supervision such as scientific discipline.

1 INTRODUCTION

Teachers are an important key in the success of

improving the quality of education. The problem of

education quality basically concerns the quality of

teaching carried out by the teacher. A teacher is said

to have good teaching quality, meaning he has

worked professionally because if the teacher has

adequate competence. This means that the

competencies must be intact. A person cannot work

professionally if the teacher fulfills one of the

competencies among the many competencies

required. Those competencies are pedagogical,

personal, social, and professional competencies.

However, the competencies that are very calculated

as a teacher in the learning process are pedagogical

competencies and professional competencies.

Teachers are an important key in the success of

improving the quality of education. The problem of

education quality basically concerns the quality of

teaching carried out by the teacher. A teacher is said

to have good teaching quality, meaning he has

worked professionally because if the teacher has

adequate competence. This means that the

competencies must be intact. A person cannot work

professionally if the teacher fulfills one of the

competencies among the many competencies

required. Those competencies are pedagogical,

personal, social, and professional competencies.

However, the competencies that are very calculated

as a teacher in the learning process are pedagogical

competencies and professional competencies.

Talking about teachers is inseparable from

regulations that protect them. This is regulated in the

regulation of the Minister of National Education

(Permendiknas) Number 16 of 2007 concerning the

standards of academic qualifications and teacher

competency. Inside it asserted that every teacher

must meet the standards of academic qualifications

and teacher competencies that apply nationally.

554

Lubis, P.

Development of Education Supervision Model by High School Supervisor in Indonesian Teaching Teachers in Kota Medan.

DOI: 10.5220/0008890405540560

In Proceedings of the 7th International Conference on Multidisciplinary Research (ICMR 2018) - , pages 554-560

ISBN: 978-989-758-437-4

Teacher's academic qualifications have at least a

bachelor degree (S1) or four Diploma (D-IV)

education. Whereas pedagogic competence,

competence, personality, social competence, and

professional competence. But in reality teacher

competence is still low. Teacher competency is still

far from the standard set. How the quality of

education will increase if the competence of the

teacher is still less than expected. The importance of

teacher competence in the city of Medan is very low.

Based on data from the North Sumatra Education

Quality Assurance Agency (LPMP), the 2013

Teacher Competency Test (UKG) score for high

school teachers averaged 53,635 with details of

55.48 for public teachers and 51.79 for private

teachers, and in 2014 UKG scores were obtained

with an average of 56,355 with details of 57.81 for

public high school teachers and 54.90 for private

high school teachers. In particular, the UKG value

for clump teachers in language subjects is also low.

The UKG value of Indonesian language subjects can

be averaged to 60.75. But actually if traced deeper,

UKG participants in 2012 and 2013/2014 were

different teachers. Most of the participants who

joined UKG in 2012 were still teaching but probably

were teachers who had longer teaching periods than

teachers who joined UKG in 2013/2014.

The above is a description of the competence of

Indonesian Language teachers who are still low. The

low competence of Indonesian language teachers is

actually a scourge for the world of education,

especially learning Indonesian in schools.

Indonesian language subjects are very important

because language is a means of thinking for humans.

The importance of Indonesian can also be known in

the Indonesian book by (Mahsun in the Ministry of

Education and Culture, 2013) which says that the

preservation of Indonesian is on the list

School lessons because of the importance of the

existence of Indonesian as a unifier and bearer of

knowledge. In addition, Indonesian Language is also

regulated in the 1945 Constitution. This indicates

that Indonesian Language teachers must have

adequate competence so that the objective of the

Indonesian Language subject in the list of subjects in

the School can be achieved.

The problem of Indonesian language teacher

competence in addition to government responsibility

is the duty and obligation of school supervisors,

especially supervisors in the family of language

subjects. It was as stipulated in the Minister of

Education Regulation No.12 of 2007 recognizing the

competencies that school supervisors must have,

namely Educational Supervision. Some of them are

guiding teachers in preparing learning

implementation plans (RPP) for each subject in

relevant subject groups in similar secondary schools

and guiding teachers in carrying out learning /

guidance activities in classrooms, in laboratories and

in the field for each subject in the clump relevant

subjects in similar Middle Schools.

Therefore school supervisors must master

teacher competencies. The shortcomings and

advantages of teachers in carrying out their main

tasks must be overcome through training/ guidance

by the school supervisor. The activity of fostering a

teacher is part of academic supervision. This means

that teacher competence becomes the main goal for

school supervisors in supervising Education. In

supervising education, school supervisors must at

least master the dimensions of educational scientific

substances that are indispensable for improving

teacher professional abilities, especially in

implementing effective learning. Effective learning

characterizes a quality or quality of education and

learning. If learning is quality it means learning has

succeeded. Learning success can be seen from the

dimensions of the process and results. What is meant

by the dimension of the process in this case is the

activity of the teacher in managing the learning

component so that it can change the behavior of

students in learning better. While the dimensions of

the results in this case are the characteristics of

students after following the learning process which

can be seen from their mastery of understanding the

teaching material and being able to apply the

material teach in solving problems that are all

contained in the value of cognitive (knowledge),

affective, (attitude), and psychomotor (skills).

However, in order to create the quality of prior

learning, good learning planning is also needed.

Because with good learning planning, the learning

process is focused, directed, and makes it easier for

students to receive learning material. Learning

planning is done by arranging a learning

implementation plan (RPP) after the lesson plan is

made, then the teacher conducts learning and

evaluating it. Due to the fact that not all Indonesian

Language subject teachers are able to prepare lesson

plans properly. Forthis reason, the role of the school

supervisor as supervision of education is needed as a

learning supervisor who should be able to foster

teacher skills.

All expectations in creating quality or the

success of learning above are not in accordance with

reality. If viewed from the dimensions of results, not

all high school students / students have mastered and

understood teaching materials or not all students

Development of Education Supervision Model by High School Supervisor in Indonesian Teaching Teachers in Kota Medan

555

have mastered the graduation standard. Meanwhile,

the value of the National Examination (UN) of

Indonesian Language subjects of high school

students is on average low compared to other

subjects, such as biology, mathematics, or physics.

Ironically, students who get low scores are mostly

from the Department of Language.

The success or failure of students cannot be

separated from the role of the teacher, the success of

the teacher in teaching and educating is also

inseparable from the Education Supervisor who in

this case is the school supervisor. For this reason,

Education Supervision is an activity that must be

carried out by the school supervisor. Keywords in

education supervision are not supervision, but

assistance to teachers to improve learning. Can also

dikatan what is meant by supervision of education is

not as an inspection of people who feel versatile

(Superior) to people who are considered to know

nothing at all (inferior), but Supervbisi education in

the form of guidance and assistance provided to all

teachers / school staff to develop teaching and

learning situations for better work. So that teachers

always make improvements in terms of their

teaching a subject and increasing the effectiveness of

teaching and learning. In line with that Sahertian

(Sahertian, 2008, p. 19) explains Supervision is an

effort to provide services to teachers both

individually and in groups in an effort to improve

teaching. Aedi (Aedi, 2014, p. 16) explains that

academic supervision itself is focused on observing

supervisors about problems related to academic

activities, including things that are directly in the

learning activities. Basically academic supervision is

not measuring teacher performance but rather as an

effort to help teachers develop their professional

capabilities. But in its implementation, it is first

necessary to conduct an assessment of the teacher's

ability, so that aspects can be developed and how to

develop them.

The reason for the importance of supervising

education is to improve the professional abilities of

teachers and improve the quality / quality of learning

through a learning process that is good in terms of

quality and quantity. This is in line with the results

of Glanz et al. (Glanz et al. 2007, p. 2) in the

presentation of the Annual Paper Conference of the

American Educational Research Association

(AERA) in Chicago. He and several researchers

concluded that education supervision had an impact

on changing teacher teaching behavior and

improving student achievement. Therefore this

educational supervision activity should be routinely

carried out in schools as one of the activities that are

seen as positive in improving the learning process

which can ultimately improve student achievement.

If the ideal concepts are implemented, it can be

expected that the quality of education will increase

significantly. Through supervision of education, the

teacher's teaching ability to change the behavior of

students both in planning, process, and assessment

of learning must always be improved considering the

development of science and technology (science and

technology) requires people to continue learning. If

a little is careless in learning, it will miss the

development, including students who are taught

Supervision of teachers needs to be carried out

continuously in order to update the teacher's

professional abilities. The need for this is done not

only conceptually justified, but empirically has been

proven by the government through the Ministry of

National Education which once made guidelines for

learning supervision as one of the tools in the

guidelines for implementing the curriculum.

1.1 Problem Formulation

The focus of this research was revealed to be the

formulation of research problems as follows:

1. How to develop a model for implementing

academic supervision by high school

supervisors on Indonesian language subject

teachers in planning learning in the city of

Medan.

2. How is the development of a model for

implementing academic supervision by high

school supervisors in Indonesian language

subject teachers in carrying out the learning

process in Medan.

1.2 Research Purposes

From the description of the Problem Formulation

above, the objectives of this study are:

1. to find the development of an academic

supervision implementation model by high

school supervisors on Indonesian Language

subject teachers in planning learning in the city

of Medan.

2. to implement the development of an

implementation model of academic supervision

by high school supervisors in Indonesian

subject teachers in carrying out the learning

process in Medan.

ICMR 2018 - International Conference on Multidisciplinary Research

556

1.3 Definition of Educational

Supervision

The history of the emergence of the term supervision

began around 1800 in American school schools with

the visit of school committee members in order to

examine and supervise the learning process, but

many teachers were fired on the basis of the

examination. This is explained by Neagly and Evans

(Neagly and Evans, 1980, p. 2)

The superintendent process began in the

American School with a visit of the school

committee for "Inspection", starting about 1800. It

was improved significantly because of these visits,

as the lay persons were main concerned, but many

teachers were fired on the basis of these inspections.

The emergence of the term academic supervision

in Indonesia is actually in line with the provision of

educational administration courses in several IKIP in

Indonesia, which are then followed by the

administration

Education runs as a student and exam material at

SGA/ SPG in the academic year 1965-1966. Before

the term supervision appeared, the inspection term

first appeared. The word Inspection comes from the

Dutch "inspectie" which means inspection. This

activity was inherited by the Dutch when colonizing

Indonesia for approximately 3.5 centuries. In the

Dutch colonial era the people who examined the

Elementary School called School opziener "which is

tasked with examining all subjects in elementary

schools that use the Dutch language introduction.

While other subjects were examined by the officer

they called the inspector.

Supervision like the old model above reflects the

notion of supervision in terms of etymology, super

interpreted as above, while vision is interpreted as

seeing. Thus supervision means looking from above.

This indicates that supervision practices lead to more

inspection, owners, and supervisors.

The supervision carried out by inspecting was

not only found in Indonesia. In foreign literature,

supervision with an understanding of inspection is

also found. As stated by Gwyn in Imron (Imron,

2012, p. 9) as follows: "Supervision is originating

from the inspection of school and its major emphasis

on about 1920".

Imron gives an understanding that supervision of

old-style learning (inspection) can make teachers

feel afraid, not burdened in carrying out their duties

and feel threatened by security when meeting with

supervisors, not encouraging teachers to advance.

This resulted in all educational renewal activities,

including curriculum renewal, which was carried out

with the direction of time, costs, and energy can be

in vain.

1.4 Supervision Function of Education

Implementation of supervision does not just happen.

Therefore, in each supervision activity contained

certain intentions are desired to be achieved and it is

accumulated in the purpose of supervision. The

purpose can function as a direction or guide in

carrying out supervision. In addition, it can also be

used as a benchmark in assessing the effectiveness

of supervision. Sahertian (Sahertian, 2010, p. 19)

explains that the purpose of supervision is to provide

services and assistance to improve the quality of

teaching teachers in the classroom which in turn

increases the quality of student learning. In line with

that, Glickum in Sudjana (Glickum in Sudjana,

2012, p. 56) reveals that the purpose of academic

supervision is to help teachers develop the ability to

achieve learning goals that must be achieved by

students. In this case the meaning implies that the

expectation of doing academic supervision is the

increase in academic quality carried out by the

teacher, namely increasing the knowledge and skills

of teaching teachers.

However, it is different from Sergiovanni in

Sudjana (Sergiovanni in Sudjana, 2012, p. 56) who

considers the purpose of supervision not only to

increase the knowledge and skills of teaching

teachers but also to increase the commitment and

motivation of teachers, because by increasing

teachers' abilities and motivation, the learning quota

will increase. Clearly the purpose of supervision

according to Sergeovanni in Sudjana (Sergeovanni

in Sudjana, 2012, p. 56-57) as follows.

1.5 Principles of Educational

Supervision

Participation is something that must be guided in an

activity. Academic principles are things that must be

guided by a supervisor in carrying out guidance to

the teacher in improving the quality of learning. The

principles of academic supervision according to

Sudjana (Sudjana, 2012, p. 59) are as follows:

1. Academic supervision/ supervisor must be able

to create harmonious human relations.

2. Academic supervision/ supervisor must be

programmed and continuous.

3. Academic supervision/ supervisor must be

carried out democratically.

4. Academic Supervision/ Supervisory Program

must be integral to other education programs at

Development of Education Supervision Model by High School Supervisor in Indonesian Teaching Teachers in Kota Medan

557

school.

5. Supervision/ academic supervisor must be

comprehensive.

6. Supervision/ academic supervisor must be

constructive.

7. Supervision/ academic supervisor must be

objective

In more detailed management, Djajadisastra in

Imron (Djajadisastra in Imron, 2011, p. 13) proposes

the principles of the supervision of learning to be a

fundamental principle is that supervision of learning

is seen as part of the whole process of education

which is inseparable from the fundamentals of

Indonesian national education, namely Pancasila.

Starting from the first to fifth precepts must inspire

the operation of activities

1.6 Educational Supervision Model

What is meant by the model in this description is a

pattern, a reference example of the supervision of

applied learning. Asf and Mustofa (Asf and Mustofa,

2013, p. 19) say that understanding supervision

models has many advantages for anyone who

proposes as an education supervisor. Supervision

models include the following:

1.6.1 Conventional (Traditional) Models

The conventional model is a model that is applied to

regions that are traditions and cultures of

authoritarian and feudal societies. Supervision of

schools as supervisors is understood as people who

have the power to determine the fate of teachers.

Therefore the model is applied by showing

supervision behavior in the form of inspections to

find fault and find faults, and even often spying on

the teacher

1.6.2 Artistic Supervision Model

Aedi (Aedi, 2014, p. 61) says that the artistic

supervision model assumes that education is not all

scientific which can be run mechanically structured

and follows certain procedures this model assumes

that education is art. The supervisor in this case

wants to make the teacher to be himself invited to

work together to exchange contributions to ideas and

determine how to make teachers teach well.

1.6.3 Artistic Supervision Model

Aedi (Aedi, 2014, p. 61) says that the artistic

supervision model assumes that education is not all

scientific which can be run mechanically structured

and follows certain procedures this model assumes

that education is art. The supervisor in this case

wants to make the teacher to be himself invited to

work together to exchange contributions to ideas and

determine how to make teachers teach well.

1.6.4 Scientific Supervision Model

The Scientific supervision model in its

implementation is super-disseminating

questionnaires to students and teachers. After the

questionnaire is filled out or answered by students

and or peer teachers are collected and processed as

well as analyzed until finally the results are used as

material for the supervisor's assessment of the

performance of the principal, teacher, and school

staff.

1.6.5 Clinical Supervision Model

Asf and Mustofa (Asf and Mustofa, 2013, p. 98) say

that the clinical supervision model aims to make

changes to the behavior, ways and quality of

teaching systematic teachers. Some reasons why

clinical supervision

2 RESEARCH METHODS

2.1 Location and Time of Survey

The approach used in this study is a qualitative

approach with a phenomenological type. As

expressed by (Hadi and Haryanto, 2005, p. 13) that

qualitative research is often also called ethnographic

methods, or impressionist methods, and other similar

terms.

Richie in Moleong, (Richie in Moleong, 2012, p.

6) argues that qualitative research is an attempt to

present the social world, and its perspective in the

world, in terms of concepts, behaviors, perceptions,

and problems about the human being studied.

Moleong (Moleong, 2012, p. 6) censuses the

definition of qualitative research is research that

intends to understand phenomena about what is

experienced by the subject of research such as

behavior, perceptions, motivations, actions, and

others. Holistically and by way of descriptions in the

form of words and language, in a special natural

context and by utilizing various natural methods

Researchers in the phenomenological view

according to Moleong (Moleong, 2012, p. 17) try to

understand the meaning of events and their relation

ICMR 2018 - International Conference on Multidisciplinary Research

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to people who are in certain situations.

Phenomenology does not assume that the researcher

recognizes the meaning of the person being studied

by them. Phenomenological inquiry begins with

silence. Silence is an action to capture the

understanding of something that has been studied.

What is emphasized by phenomenologists is the

subjective aspect of the perpetrators of people.

This research is intended to find out how the

implementation of high school academic supervising

teachers at home teaching teachers in Medan city

high school. By that, researchers used a qualitative

research method to find out the meaning of an action

and events that occurred in the background of

Medan city high school and the Education Office

where the school supervisor was. The actions in

question are activities of supervisors in carrying out

academic supervision starting from making a

program of planning, implementation, and follow-up

supervision based on an analysis of the teacher's

teaching ability assessment and its inhibiting factors.

In the implementation of the program, we will see

how supervisors develop the professional abilities of

teachers in planning learning. Then see what

techniques are used by high school supervisors in

fostering teachers as a follow-up to the results of

academic supervision.

This research was conducted in the Medan city,

namely the environment of the Medan City

Education Office and several high schools in the city

of Medan which were assisted by high school

supervisors in Indonesian language subjects.

3 RESULTS AND DISCUSSION

3.1 Data Exposure

1) Profile of Senior High School Supervisors /

Indonesian Language Subjects in Medan City

a. Medan High School Supervisor Room.

The Medan High School Supervisory Room

is in the Education Office office, namely

Jalan Pelita IV No. 77 Medan. The Medan

High School Supervisory Room is

combined with the elementary, junior and

vocational supervisory offices with a small

size, not enough to accommodate the

number of supervisors, amounting to 67

(six recovered seven). Therefore, the

supervisory working group meeting was

held at the Education Office Hall located on

the second floor.

b. The state of high school supervisor of

Indonesian classes in Medan is very

limited. The one who became an informant

as a supervisor on this mini research was

Ms. Dra. Derhana Ida Siregar and Masrida

Pasaribu, S.Pd. Both of the Supervisors in

their history did not immediately serve as

supervisors, but were previously teachers.

Ibu Derhana Ida served as Supervisor in

2006. That means she has served as a

supervisor for 12 years. Ms. Masnida

Pasaribu S.Pd served as the new supervisor

at the beginning of 2015. She replaced Mr.

Drs. Salmi Efendi, M.Pd, who has retired in

sub rayon 04, 09 and 19 Medan city.

However, because it is still new, he still

changes in the target teachers, namely sub

rayon 09 and 20. This means that it still

means there are still six months compared

to Ibu Derhana Ida Siregar.

c. Supervisory Code of Ethics

1. In carrying out the task, it is always

based on faith and piety and follows

the development of fan technology

science.

2. Feel proud to carry out the duties as a

school supervisor.

3. Having high service in pursuing his

duties as head of school.

4. Work with full responsibility in their

duties as school supervisors.

5. Maintain the image and good name as

the coach in carrying out the duties as

the school supervisor.

6. Have high discipline in carrying out

professional duties as a school

supervisor.

7. Able to display his presence as an

officer and a figure that is exemplified.

d. Supervisor's Vision and Mission.

Vision:

Faithful and devoted to God, the Almighty,

insightful, and knowledgeable, integrity,

professional and responsible.

Mission:

1. Increasing the knowledge of fellow

supervisors through discussion

activities that collaborate with other

education, principals and teachers on

rules and regulations regarding the

implementation of education in the

Republic of Indonesia.

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559

2. Carrying out monitoring/ supervision

of the effectiveness of the

implementation of education for the

creation of quality education.

3. Carrying out monitoring and guidance

for education personnel through a

discussion system to encourage the

realization of accountable education

services.

4. Carrying out supervision on subject

teachers, improve professional

supervisors and subject teachers.

5. Encouraging the creation of moral,

ethical, and responsible supervisors

for fellow supervisors, education

providers, and managers of education

in schools and communities.

e. Supervisory Work Program

1. Compile the annual program,

supervisor of the Medan high school

education unit level.

2. Carry out teacher/ or principal

education.

3. Monitor the implementation of the US/

UN.

4. Carry out a teacher/ or principal's

performance assessment.

5. Carry out evaluation of the results of

the implementation of the supervision

program.

6. Compile reports

f. Carry assignment for high school

supervisors/ Indonesian language subjects.

Each working group of the Medan High

School Education Supervisors Office works

in several sub-rayons. Each group has a

KKPS chair. Mrs. Dra. Derhana Ida siregar

is on duty at the sub-rayon 06 which are

consisting of SMAN 6, SMA WR.

Suprapman 1 and 2, Medan 1

Muhammadiyah High School, Medan Al

Ulum High School, Indonesian Nurul

Islamic High School.

Ms. Masnida Herawati Pasaribu served in

sub rayon 09 and sub rayon 20 consisting of

SMAN 9 SMAN 20, APIPSU private high

school, Darus High School SMA PGRI

greetings, Amir Hamzah High School,

HangTuahBelawan High School and High

School Brigadier General Katamso Medan.

g. The state of the subject for Indonesian

Language in Medan City.

Indonesian Language Teachers in Public

High Schools in Medan City consist of 112

teachers while private high school teachers

in Medan City consist of 201 teachers. It

means that all Indonesian Language subject

teachers in Medan city are 313 teachers. It

is very different from the number of

language supervisors that is only 4 people.

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