MANAJERIAL

Abstrak
This study aims to describe the steps of collaborative educative supervision periodically in preparing lesson plans, implementing learning, assessing learning achievement, and carrying out follow-up assessments of student learning achievements that can improve teacher performance. This increase in performance was through periodic collaborative educational supervision. Research on this action was carried out on SD Negeri Rajapolah 5 teachers, at the UPTD. Education in Rajapolah District, Tasikmalaya Regency. The action research was carried out from January 2016 to June 2016. The research design used was a design of action research that was flowing, namely making an action plan, carrying out actions, observing actions, and reflecting on the implementation of actions. The results of the reflection are used as guidelines for making decisions to continue or stop the study. The study was conducted in a spiral in the cycles, until the second cycle. The research data is in the form of observational notes, field notes, planning documentation, and supervision results. The main data collection instruments are researchers, while the supporting instruments are observation and documentation guidelines. Data analysis was carried out by qualitative and quantitative techniques. The results of the study showed that teacher performance increased after the actions taken in the form of collaborative educative supervision periodically from cycle I to cycle II. These improvements include improvement in preparing learning plans, implementing learning, assessing learning achievement, and carrying out follow-up assessments of student learning achievements. Based on the results of the educative supervision of the first cycle and second cycle, teacher performance increased, namely the first cycle of teacher performance in preparing the learning plan the first cycle reached 76% while the 11th cycle 91%. Teacher's performance in carrying out learning cycle 1 reached 71% while cycle II reached 89%. The teacher's performance in assessing learning achievement in the first cycle reached 71% while the second cycle was 94%. Teacher's performance in carrying out follow-up assessments of student learning achievements in the first cycle reached 54% while the second cycle was 85%. Thus, the action of the second cycle has averaged above 75%. Penelitian ini bertujuan untuk mendeskripsikan langkah-langkah supervisi edukatif kolaboratif secara periodik dalam menyusun rencana pembelajaran, melaksanakan pembelajaran, menilai prestasi belajar, dan melaksanakan tindak lanjut penilaian prestasi belajar siswa yang dapat meningkatkan kinerja guru. Peningkatan kinerja ini melalui supervisi edukatif kolaboratif secara periodik.Penelitian tindakan ini dilakukan terhadap guru SD Negeri Rajapolah 5, pada UPTD. Pendidikan Kecamatan Rajapolah, Kabupaten Tasikmalaya. Penelitian tindakan dilaksanakan mulai bulan Januari 2016 sampai dengan Juni 2016. Rancangan penelitian yang digunakan adalah rancangan penelitian tindakan yang alurnya, yaitu membuat rencana tindakan, melaksanakan tindakan, mengamati tindakan, dan refleksi pelaksanaan tindakan. Hasil refleksi tersebut digunakan sebagai pedoman untuk pengambilan keputusan melanjutkan atau menghentikan penelitian. Penelitian dilakukan secara spiral dalam siklus-siklus, sampai siklus kedua. Data penelitian berupa catatan hasil pengamatan, catatan lapangan, dokumentasi perencanaan, dan hasil supervisi. Instrumen pengumpulan data utama adalah peneliti, sedangkan instrumen penunjangnya adalah pedoman observasi dan dokumentasi. Analisis data dilakukan dengan teknik kualitatif dan kuantitatif. Hasil penelitian menunjukkan bahwa kinerja guru meningkat setelah dilakukan tindakan yang berupa supervisi edukatif kolaboratif secara periodik dari siklus I ke siklus II. Peningkatan tersebut meliputi peningkatan dalam menyusun rencana pembelajaran, melaksanakan pernbelajaran, menilai prestasi belajar, dan melaksanakan tindak lanjut penilaian prestasi belajar siswa. Berdasarkan hasil supervisi edukatif siklus I dan siklus II, kinerja guru meningkat, yakni siklus I kinerja guru dalam menyusun rencana pembelajaran siklus I rnencapai 76% sedangkan siklus 11 91%. Kinerja guru dalam melaksanakan pembelajaran siklus 1 mencapai 71% sedangkan siklus II mencapai 89%. Kinerja guru dalam menilai prestasi belajar siklus I mencapai 71% sedangkan siklus II 94%. Kinerja guru dalam melaksanakan tindak lanjut penilaian prestasi belajar siswa pada siklus I mencapai 54% sedangkan siklus II 85%. Dengan demikian, tindakan siklus II rata-rata sudah di atas 75%.