P-ISSN: 2827-9832
E-ISSN: 2828-335x
http://ijsr.internationaljournallabs.com/index.php/ijsr
527
THE ROLE OF EDUCATION SUPERVISORS IS TO IMPROVE THE
PROFESSIONALISM OF TEACHERS IN BLENDED LEARNING IN RA
AL MUBARAK FOR THE 2019/2020 ACADEMIC YEAR
Neny Mulyati
Office of the Ministry of Religious Affairs of Central Jakarta City
nmmulyati@gmail.com
ABSTRACT
This research reveals the Role of Education Supervisors in Improve Teacher Professionalism in Blended
Learning. The formulation of the problem in this study is how is the role of education supervisors to
improve teacher professionalism in blended learning at RA Al Mubarak.
The purpose of this study is to reveal the influence of the Role of Education Supervisors to Improve Teacher
Professionalism in Blended Learning at RA Al Mubarak
In the implementation of transformational leadership in teachers, it was found that a positive influence on
the creation of teacher work professionalism in teaching and learning activities, this was marked by a
significant increase in each cycle, cycle I by 56% and cycle II by 100%. This shows the successful role of
education supervisors in efforts to Improve Teacher Professionalism in Blended Learning at RA Al
Mubarak.
Keywords: Education, teacher, learning
This article is licensed under CC BY-SA 4.0
INTRODUCTION
Teachers are the spearhead in the world of Education (Idzhar, 2016). The teacher becomes
a kind of womb that is the cradle of all knowlandedge, and education, a new generation that
will replace and renew and carry on the role of the older generation who are increasingly
renting. Teachers in Suprihatiningrum are those who are able to design learning programs,
organize and manage classes so that students can learn and ultimately be able to achieve a level
of maturity as the ultimate goal of the national education process (Fendrik & Antosa, 2017).
In the Preamble to the 1945 Constitution, it is stated that one of the objectives of National
Education is to educate the life of the nation.
Meanwhile, in GBHN 1993 "National education aims to improve the quality of Indonesian
people, namely people who have faith and devotion to God Almighty, virtuous, personal,
independent, developed, tough, intelligent, creative, skilled, disciplined, work ethical,
professional, responsible, productive, and physically and spiritually healthy"
In recent years, teachers have often had difficulties and ridicule from parents and the
community. Some of those assessments consider teachers to be failing in carrying out their role
as professional education. Conflicts between teachers and students that lead to fights and
turmoil with parents have become a consumption in the mass media and news. Therefore, the
role of the teacher is finally questioned functionally. This is partly due to the emergence of a
series of phenomena of education graduates who tend to morally decline and intellectually
academics are also not ready to enter the workforce.
During the Coronavirus Disease 2019 (Covid-19) pandemic that hit Indonesia, all aspects
of life were severely disrupted, including the Education sector (Yamali & Putri, 2020).
The Role of Education Supervisors is to Improve the Professionalism of Teachers in Blended Learning in RA
Al Mubarak for the 2019/2020 Academic Year
528 2, 2., January 2023
Anticipating all possible risks posed by Covid-19 to the health of the residents of the education
unit, the closure of the education unit cannot be avoided (Mustafa et al., 2021).
The Learning From Home (BDR) policy is an alternative so that students still get their
rights in obtaining educational services. The government through the Circular Letter of the
Minister of Education and Culture Number 15 of 2022 concerning Guidelines for the
Implementation of Learning from Home has regulated the learning mechanism from home so
that it is necessary to redesign distance learning using an online, offline or combination
approach. The education unit can take advantage of the availability of infrastructure to carry
out the learning process optimally.
The BDR policy through Distance Learning (PJJ) in educational institutions has a major
impact on the learning and assessment process (Saifulloh & Darwis, 2020). The results of the
evaluation conducted by the Ministry of Education and Culture (Kemendikbud) after 10
months of PJJ implementation, showed a decrease in student learning outcomes during the PJJ
system was implemented. PJJ creates limitations in terms of learning for both teachers and
students. Students have no friends in learning, as a result of which difficulties in learning are
borne by themselves and become a psychological burden for students. The Minister of
Education and Culture stated that PJJ is less effective and has negative impacts on students,
including the threat of dropping out of school, decreased learning achievement, child growth
and development constraints and psychosocial pressure and violence against children. Another
problem is the unequal access to learning support facilities, either due to regional factors or due
to the socioeconomic background of parents.
The outbreak of the Coronavirus Disease 2019 (Covid-19) pandemic that hit Indonesia
has caused all aspects of life to be greatly disrupted, including the education sector (Nurhidayat
et al., 2021). Anticipating all possible risks posed by Covid-19 to the health of the residents of
the education unit, the closure of the education unit cannot be avoided.
The Learning From Home (BDR) policy is an alternative so that students still get their
rights in obtaining educational services. The government through the Circular Letter of the
Minister of Education and Culture Number 15 of 2022 concerning the Guidelines for the
Implementation of Learning from Home has regulated the learning mechanism from home so
that it needs to be redesigned for distance learning using online, offline or combination
approaches. The education unit can take advantage of the availability of infrastructure to carry
out the learning process optimally.
So far, online learning is a learning process that utilizes the internet network in the learning
process. Online learning provides opportunities for students to learn with the flexibility of
learning time and wherever students and teachers are. Students can interact with teachers using
several applications such as classroom, video conference, telephone or live chat, zoom, or
through WhatsApp groups. The online learning process is learning whose success will be
greatly influenced by the ability of teachers to use technology in delivering learning materials.
Data from literature studies on the delivery of material by e-learning show that not all learners
will be successful in online learning.
Data from other studies also show that obstacles that will affect the success of online
learning include lack of interaction, delivery of material that is not understandable to students,
the unpreparedness of parents to guide their children to learn, and the ability of parents to
finance more spending on the internet as a means of online learning.
The Role of Education Supervisors is to Improve the Professionalism of Teachers in Blended
Learning in RA Al Mubarak for the 2019/2020 Academic Year
529 2, 2., January 2023
This is in accordance with the opinion that states that teachers who will be successful in
implementing online learning are teachers who utilize science and technology in the process of
delivering material to students. Based on these conditions, it is necessary to conduct a literature
review related to the use of knowledge and technology in delivering material, especially the
use of digital platforms in the online learning of elementary school students during the
pandemic. This study aims to explain what digital platforms are often used in online learning.
METHOD
This research was conducted with a school action research method that lasts for 2 cycles
(Guru, 2011). Each cycle consists of stages of planning, implementation, observation and
reflection. The research method carried out by researchers is to carry out a Transformational
Implementation which includes traditional supervision and clinical supervision which in detail
can be described as follows:
1. Preliminary Planning
The initial steps planned in the school's action research consist of several activities,
namely:
a. Problem identification
b. Proposal submission
c. Preparing the instrument
2. First cycle.
a. Planning
At this stage, the researcher plans the following steps:
1. Identify the number of teachers who have carried out the administrative component of
teaching and learning activities.
2. Ask the teacher to create a personal administration and class.
3. Researchers examine teacher administration and teaching patterns in quantity and
quality.
4. Researchers identify the problems found.
5. Develop an action plan (in the form of scheduling individual or group supervision
according to the findings on problem identification).
3. Second Cycle
a. Planning
In the planning phase of the second cycle, researchers meet with collaborators to arrange
class supervision scheduling and prepare supervisory instruments for the second cycle.
b. Implementation
At this stage, teachers who are ready for learning planning tools are supervised by the
researcher. This is to see the suitability of learning planning with the implementation of
learning.
c. Observation
In the observation stage of the second cycle, researchers observed the suitability of
learning planning with the implementation of learning and looked at student acceptance in the
teaching and learning process. At this stage, researchers collect data that occurs during the
implementation stage.
d. Reflection
The Role of Education Supervisors is to Improve the Professionalism of Teachers in Blended Learning in RA
Al Mubarak for the 2019/2020 Academic Year
530 2, 2., January 2023
In the reflection stage of the second cycle, the researcher evaluates with the supervised
teacher on the results of observations in the second cycle.
D. Implementation of Actions
How is the implementation of the action planning described above. To see the suitability
of planning these actions, the following researchers report the implementation of the actions as
follows:
1. Initial planning stage
The initial steps planned in the school's action research consist of several activities,
namely:
a. Problem identification
Problem identification was carried out by researchers using data on the submission of
learning tools for the 2022/2023 academic year.
b. Proposal preparation
Proposal preparation is carried out by researchers
c. Preparing the instrument
At this stage, the researcher prepares all research instruments in the form of an observation
sheet consisting of data on the number of teachers who make administration and the pattern of
pursuing existing supervision.
2. First cycle.
a. Planning
The planning stage of the implementation of cycle 1 was carried out by researchers in the
first week of September 2020 The activities carried out at this stage can be seen in the activity
implementation table below.
b. Implementation
The implementation of actions in the first cycle was carried out in September 2020.
c. Observation
At this stage the researcher conducts observation activities on all events that occur during
the implementation stage of cycle 1 action. In addition, researchers also identified further
problems arising from the implementation of actions in cycle 1.
d. Reflection
At the reflection stage, the researcher evaluates the actions and data obtained. Then
followed by a meeting with collaborators to discuss the results of the evaluation and the
preparation of measures for the second cycle. The schedule of activities can be seen in the
following table:
3. Second Cycle
a. Planning
In the planning phase of the second cycle, researchers meet with collaborators to arrange
class supervision scheduling and prepare supervisory instruments for the second cycle.
c. Observation
In the observation stage of the second cycle, researchers observed the suitability of
learning planning with the implementation of learning and looked at student acceptance in the
teaching and learning process. At this stage, researchers collect data that occurs during the
implementation stage.
d. Reflection
The Role of Education Supervisors is to Improve the Professionalism of Teachers in Blended
Learning in RA Al Mubarak for the 2019/2020 Academic Year
531 2, 2., January 2023
In the reflection stage of the second cycle, the researcher evaluates with the supervised
teacher on the results of observations in the second cycle
RESULTS AND DISCUSSION
A. Cyclical analysis
1. Cycle I
a.Planning phase
In this stage, the researcher prepares a research device in the form of an attendance
sheet. In addition, an observation sheet is also prepared.
b.Stage of activity and implementation
The implementation of teaching and learning activities for the first cycle was carried
out on September 2, 2019 at RA Al Mubarak with a total of 16 teachers.
Observation (observation) is carried out in conjunction with the implementation of teaching
and learning. As an observer is a researcher assisted by a teacher.
The data from the research results in the first cycle are as follows:
Table of Teacher Activities Silus I Academic Year 2022/2023
No
Master's Name
Valuation
Number
of
Scores
Percentage
A
C
D
E
1.
Tien Purwanti
Nurzannah,S.P
2
2
2
1
9
60
2.
Fitriyanti,S.Pd
3
2
3
3
14
93
3.
Suharni, S.Pd
2
2
2
1
9
60
4.
Ratna Ika
Sari, S.Pd
3
3
2
3
13
87
5.
Arnita,S.Pd
3
3
2
3
14
93
6.
Siti Jahro
2
2
2
1
9
60
7.
Siti
Barkah,S.Pd
3
3
2
3
14
93
8.
Dina
Suheni,S.Pd
2
2
2
1
9
60
9.
Sari
Wijayanti,S.Pd
3
3
3
3
14
93
10.
Eva Chess
Yuliana,S.T
2
3
2
3
12
80
11.
Maya Lestari
3
3
2
3
14
93
12.
Noer Jamillah
2
2
2
1
9
60
13.
Darto
3
3
2
3
13
87
14.
Yogi
Yogaswara
2
2
2
1
9
60
15.
Haryanto
3
3
2
3
13
87
16.
Praise Astuti
2
2
2
1
9
60
Sum
1226
The Role of Education Supervisors is to Improve the Professionalism of Teachers in Blended Learning in RA
Al Mubarak for the 2019/2020 Academic Year
532 2, 2., January 2023
No
Master's Name
Valuation
Number
of
Scores
Percentage
A
C
D
E
Number should be= 1600
Amount obtained = 1226
Average= 76
Percentage above the minimum value of as much as = 9 people or 56%
Information:
A = Mastery of the subject matter along with the basic scientific concepts
B = Management of teaching and learning programs and online classroom mastery
C = Procurement of classroom and school administration
D = Introduction of guidance and extension functions and programs
E = Understanding the principles and utilization of educational research results for the
benefit of improving the quality of education
From the table above, it is clear that the data of teachers whose scores are above the
minimum (75%) is 56%.
c. Reflection
In the implementation of teaching and learning activities, information is obtained from the
results of observations as follows:
1) Principals lack motivation for teachers in blended learning
2) Teachers are not encouraged in completing personal and classroom administration.
3) Teachers are less able to develop a blended learning model in the classroom.
d. Fisi
The implementation of teaching and learning activities in the first cycle still has
shortcomings, so there is a need for referencing to be carried out in the next cycle.
1) Principals are more skilled at motivating teachers
2) The principal needs to reward active teachers and give reprimands and sanctions to
teachers who do not want to participate in the program.
2. Cycle I I
a.Planning phase
In this stage, the researcher prepares a research device in the form of an attendance
sheet. In addition, an observation sheet is also prepared.
b.Stage of activity and implementation
The implementation of teaching and learning activities for cycle II was carried out on
September 12, 2022, at RA Al Mubarak with a total of 16 teachers.
Observation (observation) is carried out in conjunction with the implementation of teaching
and learning. As an observer is a researcher assisted by a teacher.
The data from the research results in cycle II are as follows:
The Role of Education Supervisors is to Improve the Professionalism of Teachers in Blended
Learning in RA Al Mubarak for the 2019/2020 Academic Year
533 2, 2., January 2023
Table of Activities of Silus II Teachers for the 2019/2020 Academic Year
No
Master's
Name
Valuation
Number
of
Scores
Percentage
A
C
D
E
1.
Tien Purwanti
Nurzannah,S.P
3
3
2
3
14
93
2.
Fitriyanti,S.Pd
3
2
3
3
14
93
3.
Suharni, S.Pd
2
3
2
3
12
80
4.
Ratna Ika Sari,
S.Pd
3
3
2
3
13
87
5.
Arnita,S.Pd
3
3
2
3
14
93
6.
Siti Jahro
3
3
2
3
14
93
7.
Siti
Barkah,S.Pd
3
3
2
3
14
93
8.
Dina
Suheni,S.Pd
2
3
2
3
12
80
9.
Sari
Wijayanti,S.Pd
3
3
3
3
14
93
10.
Eva Chess
Yuliana,S.T
2
3
2
3
12
80
11.
Maya Lestari
3
3
2
3
14
93
12.
Noer Jamillah
3
3
2
3
13
87
13.
Darto
3
3
3
3
15
100
14.
Yogi
Yogaswara
2
3
2
3
12
80
15.
Haryanto
3
3
2
3
13
87
16.
Praise Astuti
3
3
2
3
14
93
Sum
1425
Number should be= 1600
Amount obtained = 1425
Mean= 89
Percentage above the minimum value of as much as = 16 people or 100%
Information:
A = Mastery of the subject matter along with the basic scientific concepts
B = Management of teaching and learning programs and online classroom mastery
C = Procurement of classroom and school administration
D = Introduction of guidance and extension functions and programs
E = Understanding the principles and utilization of educational research results for the
benefit of improving the quality of education
From the table above, it is clear that the data of teachers whose scores are above the
minimum (75%) is 100%.
c. Reflection
The Role of Education Supervisors is to Improve the Professionalism of Teachers in Blended Learning in RA
Al Mubarak for the 2019/2020 Academic Year
534 2, 2., January 2023
In the implementation of teaching and learning activities, information is obtained from the
results of observations as follows:
1. The principal has given motivation to the teacher in making personal and classroom
administration
2. The Headmaster has given direction on how active learning benefits students in bleend
learning.
3. The teacher has already begun to make the completeness of personal and classroom
administration.
4. Teachers have made active learning innovations in teaching and learning activities.
d. Fisi
The implementation of teaching and learning activities in cycle II has gone well and has
received significant changes in teacher discipline in the classroom in the form of administrative
and learning implementation.
C. Discussion
1. Implementation of Teacher Professionalism
In the implementation of personal and classroom administration activities, teachers
have carried out well, it is proven by an increase in the percentage of success of blended
learning. From the first cycle as much as 56% increased to cycle II by 100%. There was an
increase of 44%.
2. Teacher Professionalism
Based on the analysis of data obtained from teacher data, it has been proven that teachers
have begun to be active in making personal and classroom administration as well as classroom
management and learning innovations.
CONCLUSION
Based on the results of the research that has been unraveled, we can conclude that: The Role
of Education Supervisors in Improving Teacher Professionalism in Blended Learning
Learning. So there was an increase of 44% , cycle I by 56% increased to 100% in cycle II.
Suggestion
1. For the principals, leadership is a fact of success in improving the professionalism of
teachers and employees. Therefore, don't get bored and keep reminding and motivating.
2. For supervisors, it is hoped that input and direction will motivate teachers more, so that
maximum professionalism is obtained.
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