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Pengembangan Model Reflection-Based Supervision dalam Pendampingan Implementasi Kurikulum 2013
ARTICLE Indonesian

IJCETS Volume 3, Number 1, ISSN 2252-6447 e-ISSN 2252-6447 Publisher: Curriculum and Educational Technology Department

Abstract

Dalam implementasi Kurikulum 2013 ketersediaan guru pendamping sebanyak tiga orang per Kabupaten/Kota dengan jumlah sekolah sasaran yang beragam tidak memadai untuk melaksanakan pendampingan langsung pada guru sasaran. Oleh karena itu peneliti melakukan penelitian pengembangan model reflection-based supervision dalam program pendampingan Implementasi Kurikulum 2013. Harapannya menyederhanakan proses pendampi-ngan tanpa mengurangi kualitas pendampingan sendiri. Model reflection-ba sed supervision ini dirancang mengikuti empat tahap pendampingan. Pelaksanaan pendampingan ini dilakukan langsung oleh guru inti pada guru sasaran. Setelah dilaksanakan pendampingan model reflection-based supervision diperoleh simpulan bahwa model ini dapat dikembangkan dengan memperhatikan persyaratan tertentu, hingga pendampingan berjalan sesuai harapan.

English:

To improve the quality of implementation process, a special assistantship program was proposed by government. This program, in fact, was difficult to be applied due to the limited number of the trained assistantship teachers for each district, along with their own main task as a teacher. This study proposed a new model called reflective-based supervision, which contains four steps conducted by the trained assistantship teacher and core teacher at piloting school. The implementation study showed that the model could be applied well. Problems with the knowledge and the experience of the teacher appeared. The academic-based selected teacher with only ten days training would has difficulties to face the experienced old teachers. In future, the training and selection method in should be improved. To improve the quality of implementation process, a special assistantship program was proposed by government. This program, in fact, was difficult to be applied due to the limited number of the trained assistantship teachers for each district, along with their own main task as a teacher. This study proposed a new model called reflective-based supervision, which contains four steps conducted by the trained assistantship teacher and core teacher at piloting school. The implementation study showed that the model could be applied well. Problems with the knowledge and the experience of the teacher appeared. The academic-based selected teacher with only ten days training would has difficulties to face the experienced old teachers. In future, the training and selection method in should be improved.

Citation

Delviati, D. (2015). Pengembangan Model Reflection-Based Supervision dalam Pendampingan Implementasi Kurikulum 2013. Indonesian Journal of Curriculum and Educational Technology Studies, 3(1), 1-7. Curriculum and Educational Technology Department. Retrieved January 28, 2020 from .