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72
JoSS :
Journal of Social Science
INCREASING TEACHER PERFORMANCE THROUGH
INDIVIDUAL SUPERVISION OF TEACHERS OF SDN
GANDASARI 3 TANGERANG CITY
Ade Fathurohman
Elementary School Teacher Indonesia
adefathurohman1@gmail.com
KEYWORDS
Performance, Individual
Supervision.
ARTICLE INFO
Accepted:
11 October 2022
Revised:
12 October 2022
Approved:
13 October 2022
ABSTRACT
This study aims to improve teacher performance through individual
supervision of teachers at SDN Gandasari 3 Tangerang City. The
method used in this research is Classroom Action Research which
consists of 2 (two) cycles, and each cycle consists of: Planning,
Implementation, Observation, and Reflection. Based on the results of
classroom action research that individual supervision can improve
teacher performance at SDN Gandasari 3 Tangerang City. Furthermore,
the researcher recommends: (1) Principals who experience the same
difficulties can use individual supervision as a solution. (2) In order for
the implementation of Individual Supervision to get maximum results,
it is expected that the Principal will carry out Individual Supervision
intensively and continuously.
INTRODUCTION
Improving the quality of education through improving the quality of learning is one way
that can be taken in an effort to improve the quality of education in schools. Improving the
quality of learning also has a strategic meaning and has a positive impact, in the form of (1)
increasing the ability to solve real education and learning problems, (2) improving the quality
of inputs, processes and learning outcomes, (3) increasing the professionalism of educators,
and (4 ) application of research-based learning principles(Latief, Sari, Yusuf, Armila, &
Hidayat, 2021).
The reality of the low learning outcomes of students, which can be seen from the results
of the evaluation of the learning outcomes of all subjects in the UN at SDN Gandasari 3
students as shown in table 1.(Hidayat, 2018).
The data in table 1 shows that the subject scores of junior high school students are still
far from the standard of learning mastery, let alone meeting the standard of learning mastery
that has been set. This clearly shows that efforts are needed to improve learning outcomes for
students at SDN Gandasari 3, Tangerang (Sahono & Somantri, n.d.).
Volume 1 Number 2, October, 2022
p- ISSN 2963-1866- e-ISSN 2963-8909
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Table 1. Average Daily Test Value of National Examination Subjects for the
2020/2021 Academic Year at SDN Gandasari 3.
No
Teacher name
Course
Average value
1
August Susanti, S.Pd
6 Class teacher
53,33
2
Junaeni, S.Pd
English
50,85
3
Yaisudin, S.Pd
5 Class
Teacher
50,44
4
Vera Rosliati, S.Pd
2 Class
Teacher
51,05
METHOD RESEARCH
A. Action Research Design
This research was carried out using an action research design which was designed
through two cycles through the following procedures:(Setiawan, 2015) (1) planning (planning),
(2) implementation of the action (action), (3) observation (observation), (4) reflection in each
cycle(Saepulloh, Sauri, Muchtar, & Hanafiah, 2022).
Figure 2. Action research design (action research)
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B.
Research Place
This research was conducted at SDN Gandasari 3 Tangerang City.In the 2021/2022
school year.
C.
Research Object
The research was carried out on teachers of Class 6 Teachers, English, Class 5 Teachers
and Class 2 Teachers at SDN Gandasari 3, totaling 4 (four) Class 6 Teachers, English Language
Teachers, Class 5 Teachers and Class 2 Teachers. For more details can be seen as in the
following table(Saepulloh et al., 2022).
Table 2. List of action research samples
No
Nama Guru Teacher name
Teach
1
August Susanti, S.Pd
6th Grade Teacher
2
Junaeni, S.Pd
English
3
Yaisudin, S.Pd
5th Grade Teacher
4
Vera Rosliati, S.Pd
Class 2 Teacher
The research was carried out in the even semester of the 2021/2022 academic year(Zuber-
Skerritt, 2016).
Cycle I and Cycle will be held from August 1 to October 15, 2021(Kurniawan, 2019).
The subjects of this research are all teachers who teach Grade 6, English, Grade 5 teachers and
Grade 2 teachers who teach at SDN Gandasari 3(Mahrudin, Ilyas, & Humaira, 2020).
The stages that will be carried out in this research which is carried out in two cycles are as
described below.
1.
Cycle I
a. Planning (Planning)
In the planning stage, the following things are prepared: (a) preparing materials,
inventory of needs and inventory of problems/difficulties for teachers for Class 6, English,
Class 5 and Class 2 teachers in managing learning, (b) discussing with teachers (Focus
Group Discussion) on things that can be done to improve the quality of teaching for Class
6, English, Class 5 and Class 2 Teachers, (c) prepare a schedule for the implementation of
mentoring for each teacher according to the readiness of each teacher, and (d) prepare
materials and tools needed in mentoring(Fatkhulloh, 2020).
b. Implementation of Action (Action)
At this stage, mentoring is carried out for each teacher according to the planned
schedule, namely: (a) Assistance to teachers in learning planning: starting from preparing
teaching plans: preparing methods, making learning media, preparing learning resources,
and preparing evaluation tools. (b) Assistance to teachers when carrying out teaching and
learning activities both inside and outside the classroom, in accordance with the subject
matter and material to be taught(Fattah, n.d.). (c) Assistance to teachers when evaluating
student learning outcomes(Tint, 1963).
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c. Observation (Observation)
Observations are made at every stage of the research, starting from the planning and
implementation stages of actions, events and things that happen recorded in the form of
observation notes, and documented as research data(Nielsen, 1998).
d. Refleksi (Reflection)
At the end of each cycle a reflection is held based on observational data, with this
reflection intended so that researchers can see whether the actions taken in this study can
improve teacher performance and student learning outcomes, what obstacles are hindering,
what factors are the driving force, and alternatives. what is the solution. In this research, the
reflection is based on the results of observing the input and output of teacher performance
and student learning outcomes(Mas, 2020).
The data sources of this study were students, Class 6 Teacher Subjects, English, Class
5 and Class 2 Teachers, researchers(Mahendra, 2021). The types of data collected are in the
form of quantitative and qualitative data, which include (a) mentoring plans, (b)
implementation of mentoring, (c) observational data, (d) teacher performance, (e) learning
outcomes for Class 6 Teacher Subjects, English, Class 5 Teachers and Class 2 Teachers, (e)
changes in teacher and student attitudes in following the subjects for Class 6 Teachers,
English, Class 5 Teachers and Class 2 teachers(Arikunto, 2013).
2.
Cycle II
The action activities in the second cycle were based on the findings of the first cycle,
while the action steps were the same as in the first cycle(Anggraeni, Rostini, & Sulastini,
2022).
A.
Data Collection Techniques & Research Instruments
Data collection techniques include observation guides, interview guides, teacher and
student activity journals, teacher performance tests, and student learning outcomes
measurement tests(Sanusi, Riyanti, Sudrajat, & Arifin, 2021).
1. Guidelines for observing and observing (observation), as data to see the condition of
teachers of Class 6, English, Class 5 and Class 2 Teachers in carrying out their teaching
and learning activities.
2. Teacher performance assessment instrument, to see the progress of teacher
performance.
3. The instrument for assessing student learning outcomes, as an indicator of the success
of teaching and learning for teachers.
4. Question validation instrument, as a valid question indicator.Data collection
instruments include.
B.
Data analysis technique
The data collected in this study were analyzed qualitatively and quantitatively(Irsyadiah,
2021). Qualitative data were analyzed using categorical and functional analysis through an
interactive model, namely the analysis carried out through four analysis components: data
reduction, encoding, and verification carried out simultaneously(Sumardani, 2021).
Quantitative data were analyzed using descriptive analysis(Sudirman, 2017).
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RESULT AND DISCUSSION
This research is an action research in the form of individual supervision of the subject
teachers of 6th grade teachers, English, 5th grade teachers and 2nd grade teachers at SDN
Gandasari 3, which was carried out in two cycles. The research results are presented as follows:
A. Initial Description
The results of the initial reflection on the performance of the subject teachers of Class
6, English, Class 5 and Class 2 teachers at SDN Gandasari 3 before taking action in the first
cycle, the teacher's performance level is shown in the following table.
Table 3. Percentage of Teacher Performance for Class 6, English, Class 5 and Class 2
Teachers before taking action
Teacher Performance Aspect
Average
Score
Score
Ideal
%Average
Score
Lesson Plan Components
I
Formulation of learning objectives
3,0
5
60,0%
II
Selection and organizing
teaching materials
3,0
5
60,0%
III
Selection of learning resources/media
learning
2,5
5
50,0%
IV
Learning methods
3
5
50,0%
V
Assessment of learning outcomes
3
5
50,0%
Total
14,50
25
58,0%
Learning Implementation Components
I
Pre Learning
2
4
50,0%
II
Unlock Learning
2
4
50,0%
III
Learning Core Activities
a. Material Mastery
2,5
4
62,5%
b. Approach/Strategy
2,5
4
62,5%
c. Utilization of Learning Resources
2
4
50,0%
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d. Management of participant learning
educate
2,5
4
62,5%
e. Process and outcome assessment
study
2
4
50,0%
f. Language use
3
4
75,0%
IV
Closing
2,5
4
62,5%
Total
21
36
58,3%
Whole
58,2%
From the table above, it can be seen that the performance of Class 6, English, Class 5
and Class 2 teachers has a score of 58.2%, which includes a lesson planning component of
58.0% and a learning implementation component of 58.3%. The category of the percentage
of teacher performance is included in the moderate category, consider the following picture.
The percentage of teacher learning planning components is relatively lower than the
implementation component, this shows that teachers are not very good at planning their
lessons. The percentage of teacher performance in the learning planning component includes:
(1) formulation of learning objectives by 60.0%,
(2) selection and organization of teaching materials by 60.0%,
(3) selection of learning resources/learning media by 50.0%,
(4) learning methods by 50.0 %, and
(5) the plan for assessing learning outcomes is 50.0%, from the data it appears that teachers
are not planning the selection of learning resources/learning media because the percentage
is quite small which only reaches 50.0%.
In the learning implementation component, the average percentage of performance scores
in each aspect is:
(1) Pre-learning is 50.0%,
(2) opening lessons is 50.0%,
(3) core learning activities which include:
a) mastery of material by 62.5%,
b) approach/strategy of 62.5%,
c) utilization of learning resources 50.0%,
d) management of student learning 62.5%,
e) process and learning outcomes assessment by 50.0%,
f) language use by 75.5%, and
(4) closing by 62.5%.
From these data, the lowest is the teacher's performance in the use of learning resources
which is relatively low at only 50.0%, and also in the assessment of the process and learning
outcomes of 50.0%, this is generally the teacher at the end of the learning session does not
provide reflection or reflection. make a summary that involves students, and does not provide
follow-up directions, activities to add to the enrichment of the material taught to students.
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Utilization of learning resources is relatively less, the media that can be used for learning are
relatively underutilized.
These things have an impact on the low learning outcomes of students in Class 2 Teacher
subjects, with the average value obtained as shown in the following table.
Table 4. The average value of daily test subjects for Class 6 Teachers, English, Class 5 Teachers and
Class 2 Teachers at SDN Gandasari 3 .
No
Teacher name
Course
Average value
1
August Susanti, S.Pd
Class 6 Teacher
53,33
2
Junaeni, S.Pd
English Teacher
50,85
3
Yaisudin, S.Pd
Class 5 Teacher
50,44
4
Vera Rosliati, S.Pd
Class 5 Teacher
51,05
B. Description of Cycle I . Result
1. Preparation
In the preparatory activities carried out, lesson plans were made by teachers of Class
6, English, Class 5 and CLASS 2 teachers. The purpose of this activity is a way of
implementing learning that applies creative and fun Innovative Active Learning.
Teachers are expected to teach that applies creative and fun Innovative Active Learning.
This is followed by an evaluation of the implementation of learning, to evaluate the
shortcomings and advantages in the implementation of the learning. Then proceed with
the preparation activities.
2. Implementation
At this stage the teacher of Class 6, English, Class 5 and Class 2 teachers carry out
learning according to the lesson plans that have been made by Class 2 teachers together.
One of the Subject Teachers for Class 6, English, Class 5 and Class 2 teachers, August
Susanti, S.Pd, carried out learning in Class 6 which was observed collaboratively
between the Principal and Junaeni, A.Md. After the learning was completed, a review
was carried out on the learning that had been carried out by August Susanti, S.Pd in
accordance with the observations of 2 observers.
Then on a different date, a lecture was held by Junaeni, A.Md, who was observed by
the Principal and August Susanti, S.Pd. Then a review of the implementation of learning
is carried out as in the first learning activity.
Then on a different date, a lesson was held in grade 5 by Yaisudin, S.Pd which was
observed by the Principal and Vera Rosliati, S.Pd. Then a review of the implementation
of learning is carried out as in the first learning activity.
3. Observation
Observation activities on the implementation of learning are carried out
collaboratively between the principal and subject teachers. At the time August Susanti,
S.Pd. carry out learning.
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And when Junaeni, A.Md carried out the lesson, the principal and August Susanti,
S.Pd. observed. also when Vera Rosliati, S.Pd was carrying out the lesson observed by
the Principal and Yaisudin, S.Pd.
4. Reflection
The results of the initial reflection on the teacher's performance for Class 2 Teachers
at SDN Gandasari 3 after the action in the first cycle, the teacher's performance level
was obtained as presented in the following table.
Table 5. Percentage of Teacher Performance Subjects for Class 6 Teachers, English,
Class 5 Teachers and Class 2 Teachers as a result of the Action Cycle I
Teacher Performance Aspect
Rerata
Skor
Skor
Ideal
% Rerata
Skor
Lesson Plan Components
I
Formulation of learning objectives
3,5
5
75,0%
II
Selection and organizing
teaching materials
3,5
5
75,0%
III
Selection of learning resources/media
learning
3
5
60,0%
IV
Learning methods
3,5
5
75,0%
V
Assessment of learning outcomes
3,5
5
75,0%
Total
17
25
68,0%
Learning Implementation Components
I
Pre Learning
2,5
4
62,5%
II
Unlock Learning
2,5
4
62,5%
III
Learning Core Activities
a. Material Mastery
3
4
75,0%
b. Approach/Strategy
3
4
75,0%
c. Utilization of Learning Resources
3
4
75,0%
d. Student learning management
3
4
75,0%
e. Assessment of learning processes and
outcomes
3
4
75,0%
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f. Language use
3
4
75,0%
IV
Closing
3
4
75,0%
Total
26
36
72,2%
Whole
70,1%
From the table above, it can be seen that the performance of Class 6, English, Class 5
and Class 2 teachers at SDN Gandasari 3 after individual supervision with the Modeling
approach, the percentage of performance scores increased from 58.2% to 70.1 %. The
category of the percentage of teacher performance is included in the high category, consider
the following picture.
The percentage of all aspects increased with the following percentage results: the
learning planning component from 58.0% to 68.0% and the learning implementation
component from 58.3% to 72.2%. It appears that the teacher's learning planning component
has increased, which has an impact on its implementation even more, but this still shows
that preparation.
The percentage of teacher performance in each learning planning component of the
results of the first cycle is: (1) the formulation of learning objectives is 75.0%, (2) the
selection and organization of teaching materials is 75.0%, (3) the selection of learning
resources/learning media is 60 .0%, (4) learning methods of 75.0%, and (5) planning for
assessment of learning outcomes of 75.0%, from the data it appears that teachers in
planning the selection of learning resources/learning media because the percentage is still
the smallest new reached 60.0%.
In the learning implementation component, the average percentage of the first cycle
performance scores in each aspect is: (1) Pre learning is 62.5%, (2) opening lessons is
62.5%, (3) core learning activities which include: (a) 75.0% mastery of the material, (b)
75.0% approach/strategy, (c) 75.0% utilization of learning resources, (d) 75.0% student
learning management, (e) assessment process and learning outcomes by 75.0%, (f)
language use by 75.0%, and (4) closing by 75.0%.
From these data, the lowest is the performance of teachers in the use of learning
resources, there has been a fairly good increase reaching 75.0%, this shows that teachers
have been able to utilize learning resources so that students can be more optimal in their
learning. The aspect that is relatively low in the results of the first cycle in the
implementation of learning is the management of student learning, namely learning that
triggers and maintains student involvement, fosters active participation.
The increase in teacher performance also has an impact on increasing student learning
outcomes in the subjects of Class 6 Teacher Subjects, English, Class 5 Teachers and Class
2 Teachers, with the average score obtained relatively higher than the previous value which
can be seen as in the following table.
Table 4. Average daily test scores for subjects On Class 6 Teacher, English Teacher,
Class 5 Teacher and Class 2 Teacher SDN Gandasari 3 . Cycle I
No
Teacher name
Class
Class 2 Teacher's
Average Score
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1
August Susanti, S.Pd
Class 6 Teacher
58,30
2
Junaeni, S.Pd
English Teacher
57,15
3
Yaisudin, S.Pd
Class 5 Teacher
55,85
4
Vera Rosliati, S.Pd
Class 2 Teacher
54,45
From the table, it can be seen that there was an increase in the value of Class 6 Teachers
by 9.3%, English by 12.4%, Class 5 teachers by 10.7% and Class 2 Teachers by 6.6% after
individual supervision of teachers.At SDN Gandasari 3.
B. Result of Cycle II Action
1. Preparation
In the preparatory activities in the second cycle, namely the activities of making
learning preparations such as Learning Implementation Plans (RPP), preparation of
learning tools and materials, and evaluation tools. With the improvements of deficiencies
that still exist in Cycle I activities, so that the preparations in Cycle II are felt to be more
stable and perfect when compared to preparations in Cycle I.
2. Implementation
At this stage the teachers of Class 6, English, Class 5 and Class 2 teachers carry out
learning according to the lesson plans that have been made together. One of the Class 6
Teacher Subjects, English, Class 5 Teacher and Class 2 Teacher named August Susanti,
S.Pd carried out the Class 6 Teacher learning which was observed collaboratively between
the Principal and Junaeni. which has been carried out by August Susanti, S.Pd in
accordance with the observations of 2 observers.
Then on a different date, a lecture was held by Vera Rosliati, S.Pd which was observed
by the Principal and August Susanti, S.Pd. Then a review of the implementation of learning
is carried out as in the first learning activity.
Then on a different date, Yaisudin, S.Pd, observed a lecture by the Principal and Vera
Rosliati,S.Pd. Then a review of the implementation of learning is carried out as in the first
learning activity.
Then a review of the implementation of learning is carried out as in the second learning
activity.
3. Observation
At this stage the teacher of Class 6, English, Class 5 and Class 2 teachers carry out
learning according to the lesson plans that have been made by Class 2 Teachers together.
One of the Class 6 Teacher Subjects, English, Class 5 Teacher and Class 2 Teacher named
August Susanti, S.Pd carried out the Class 6 Teacher learning which was observed
collaboratively between the Principal and Junaeni, After the learning was completed then
a review of the learning was carried out which has been carried out by August Susanti,
S.Pd in accordance with the observations of 2 observers.
Then on a different date, the class was conducted by Junaeni, who was observed by the
Principal and August Susanti, S.Pd. Then a review of the implementation of learning is
carried out as in the first learning activity.
4. Reflection
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The results of the reflection on the teacher's performance of Class 6, English, Class 5
and Class 2 teachers at SDN Gandasari 3 after taking action in cycle II, the teacher's
performance level is shown in the following table.
The results of the reflection of the results of the actions in Cycle I were then used as
the basis for individual supervision of the Class 6, English, Class 5 and Class 2 Teachers
at SDN Gandasari 3 at a later stage, the supervision carried out was to help teachers identify
deficiencies. shortcomings ranging from planning to implementation of learning, which
they face. Furthermore, more operational and easy-to-implement directions are given by
the teacher with more efforts to make learning easier for students.
Individual supervision actions are carried out, which based on the observations of the
problems faced by each teacher are relatively the same, namely teachers are still weak to
innovate in preparing learning resources and media, generally teachers are stuck in the
learning routines they do. Furthermore, every teacher is advised to increase innovation in
using learning media and learning resources so that in conveying learning material it is
more easily accepted and distributed by students. The results of the performance test after
the action in the second cycle were obtained as shown in table 7.
Table 7. Percentage of Teacher Performance Subjects for Class 6, English, Class 5 and
Class 2 Teachers as a result of Cycle II Action
Aspek Kinerja Guru
Rerata
Skor
Skor
Ideal
% Rerata
Skor
Komponen Rencana Pembelajaran
I
Perumusan tujuan pembelajaran
4,5
5
90,0%
II
Pemilihan dan pengorgani-sasian
materi ajar
4,5
5
90,0%
III
Pemilihan sumber belajar/ media
pembelajaran
4
5
80,0%
IV
Metode pembelajaran
4
5
80,0%
V
Penilaian hasil belajar
4
5
80,0%
Total
21
25
84,0%
Komponen Pelaksanaan Pembelajaran
I
Pra Pembelajaran
4
4
100,0%
II
Membuka Pembelajaran
4
4
100,0%
III
Kegiatan Inti Pembelajaran
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a. Penguasaan Materi
3
4
75,0%
b. Pendekatan/Strategi
3
4
75,0%
c. Pemanfaatan Sumber Belajar
3
4
75,0%
d. Pengelolaan belajar peserta
didik
3
4
75,0%
e. Penilaian proses dan hasil
belajar
3
4
75,0%
f. Penggunaan bahasa
3
4
75,0%
IV
Penutup
4
4
100,0%
Total
30
36
83,3%
Keseluruhan
83,7%
From table 7, it can be seen that the performance of the 6th Grade Teacher Subjects,
English, 5th Grade Teachers and 2nd Grade Teachers after it was done individual supervision
with the modeling approach, the percentage of performance scores increased from 70.1% to
83.7%.The category of the percentage of teacher performance is included in the very high
category, consider the following picture.
The percentage of all aspects increased with the following percentage results: the
learning planning component from 68.0% to 84.0% and the learning implementation
component from 70.1 to 83.3%. It appears that the teacher's lesson planning component has
increased much higher, which has an impact on its implementation even more. The percentage
of teacher performance in learning planning is relatively the same or even higher than the
percentage of teacher performance in its implementation.
The percentage of teacher performance in each component of the learning planning
cycle II is: (1) the formulation of learning objectives is 90.0%, (2) the selection and
organization of teaching materials is 90.0%,(3) the selection of learning resources/learning
media is 80.0%, (4) learning methods is 80.0%, and (5) the learning outcomes assessment plan
is 80.0%, from the data it appears that the teacher has been able to plan the selection learning
resources/learning media with the percentage of performance reaching 80.0%.
In the learning implementation component, the average percentage of the first cycle
performance scores in each aspect is: (1) Pre-learning is 100.0%, (2) opening lessons is
100.0%, (3) core learning activities include: (a) mastery of material by 75.0%, (b)
approach/strategy of 75.0%, (c) utilization of learning resources.
75.0%, (d) student learning management 75.0%, (e) assessment of learning processes
and outcomes of 75.0%, (f) language use of 75.0%, and (4) closing of 100, 0%.
From these data, the lowest is the performance of teachers in the use of learning
resources, there has been a very good increase reaching 83.7%, this shows that teachers have
been able to utilize learning resources so that students can be more optimal in their learning.
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The increase in teacher performance also has an impact on increasing student learning
outcomes in the subjects of Class 6 Teacher Subjects, English, Class 5 Teachers and Class 2
Teachers, with the average value obtained relatively higher than the previous value which can
be seen as in the following table.
Table 8. Average Value of Subject Subjects for Class 6 Teachers, English, Class 5 Teachers
and Class 2 Teachers Results of Cycle II
No
Teacher name
Class
Class 2 Teacher
Average Score
1
August Susanti, S.Pd
6th Grade Teacher
66,35
2
Junaeni, S.Pd
English
65,15
3
Yaisudin, S.Pd
5th Grade Teacher
64,45
4
Vera Rosliati, S.Pd
Class 2 Teacher
63,25
From the table, it can be seen that there was an increase in the average value of Class 6
Teacher Subjects, English, Class 5 Teachers and Class 2 Teachers in each school after
individual supervision of teachers in cycle II was carried out. Learning outcomes also
increased, namely Grade 6 teachers by 66.35, English by 65.15 Grade 5 teachers by 64.45 and
Grade 2 teachers by 63.25
5. Discussion
Furthermore, the results of the final reflection can be seen a clearer improvement in
teacher performance from the initial test, cycle I, and cycle II can be described as in the
following table.
Table 9. Percentage of Teacher Performance in Class 6, English, Grade 5 and Early Grade 2
Teachers, Results of Cycle I, and Cycle II
Teacher Performance Aspect
%Perform
ance
Beginning
Cycle I
Cycle II
Lesson Plan Components
I
Formulation of learning objectives
60,0%
75,0%
90,0%
II
Selection and organizing
teaching materials
60,0%
75,0%
90,0%
III
Selection of learning resources/media
learning
50,0%
60,0%
80,0%
IV
Learning methods
50,0%
75,0%
80,0%
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V
Assessment of learning outcomes
50,0%
75,0%
80,0%
Total
58,0%
68,0%
84,0%
Learning Implementation Components
I
Pre Learning
50,0%
62,5%
100,0%
II
Unlock Learning
50,0%
62,5%
100,0%
III
Learning Core Activities
a. Material Mastery
62,5%
75,0%
75,0%
b. Approach/Strategy
62,5%
75,0%
75,0%
c. Utilization of Learning Resources
50,0%
75,0%
75,0%
d. Management of participant learning
educate
62,5%
75,0%
75,0%
e. Process and outcome assessment
study
50,0%
75,0%
75,0%
f. Language use
75,0%
75,0%
75,0%
IV
Closing
62,5%
75,0%
100,0%
Total
58,3%
72,2%
83,3%
Whole
58,2%
70,1%
83,7%
From the table it can be seen that there was an increase in teacher performance from
the beginning before the action by 58.2%, after the first cycle of action to 70.1%, and after the
second cycle of action it increased again to 83.7%.
From these data, it can be seen that there was a sharp increase from the beginning, after
the first cycle, until after the second cycle of action.
Furthermore, the development of the average increase in the value of student learning
outcomes can be seen in the following table.
Table 10. The Average Value of Class 2 Teacher Subjects in Initial Conditions,
Results of Cycles I, and II
No
Nama Guru
Mapel
Rata-rata Nilai
Awal
Siklus I
Siklus II
Increasing Teacher Performance Through Individual
Supervision Of Teachers Of Sdn Gandasari 3 Tangerang City
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86
1
August Susanti, S.Pd
Guru Kelas 6
53,33
58,30
66,35
2
Junaeni, A.Md
Bahasa Inggris
50,85
57,15
65,15
3
Sri Aisyiah
Guru Kelas 5
50,44
55,85
64,45
4
Vera Rosliati, S.Pd
Guru Kelas 2
51,05
54,45
63,25
Furthermore, to get a clearer picture of the increase in the value of the Grade 2 teacher
learning outcomes, it is as shown in the following picture.
From the figure, it can be seen that there was a sharp increase from the initial conditions
to learning outcomes after the action in cycle I, and an increase also occurred after the action
in the second cycle, although the increase was not too sharp.
The results of this individual supervisory action research on teachers of Class 6,
English, Class 5 and Class 2 teachers have been shown to provide an increase in teacher
performance which in turn has an impact on improving student learning outcomes. This can be
understood by Class 2 teachers because if teachers improve their performance, it is clear that
effective learning will occur with optimal learning quality, so that students have a high
absorption of their lessons and in the end the learning outcomes of Class 6 Teacher Subjects,
English, Teacher Class 5 and Class 2 teachers make students more optimal.
Careful teacher planning in preparing the teaching and learning process is one of the
keys to success in improving the quality of learning.
CONCLUSION
Based on the results of the action research above, it can be concluded as
follows.Individual supervision can improve the performance of teachers of Class 6, English,
Class 5 and Class 2 teachers at SDN Gandasari 3, both the learning planning component and
the learning implementation component.The increase in teacher performance has an impact
on improving learning outcomes for Class 6 Teachers, English, Class 5 Teachers and Class
2 Teachers for students at SDN Gandasari 3.
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Ade Fathurohman (2022)
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