Supervision of Madrasah Principals Based on Cognitive Behavior Therapy in Improving the Performance of Islamic Religious Education Teachers

Nur Eliwati

Abstract


This study aims to determine the planning, implementation, evaluation, and follow-up of Cognitive Behavior Theraphy (CBT)-based supervision implemented by the madrasah head in improving the performance of Islamic Religious Education teachers. This research uses a qualitative descriptive approach, data collected through observation, interviews, and documentation studies. The results of the study are that planning is carried out referring to KMA 624 of 2021 and Kepdirjen Pendis Number 6335 of 2021. The implementation of CBT supervision is carried out using direct, indirect and collaborative approaches. Evaluation of CBT supervision is carried out by identifying the components of the supervision program implementation, including the results of supervision, lesson plan documents, implementation of teaching in the form of introductory activities, core activities, closing and reflection to find weaknesses and constraints of teachers in carrying out learning.


Full Text:

PDF

References


ABDUL GANI, Modding, B., Andi Bunyamin, & Syahid, A. (2021). The Effect of Madrasah Head Leadership, Academic Supervision and Functional Training on Teacher Performance Aliyah Madrasah Inthe District of Barru. Proximal: Jurnal Penelitian Matematika Dan Pendidikan Matematika, 4(2), 64–71. https://doi.org/10.30605/proximal.v4i2.1332

Demozie, A. A. (2021). The Role of Instructional Supervision on Students’ Academic Performance in Injibara Administrative Town General Primary Schools. Journal of Education and Practice, 12(19), 20–33. https://doi.org/10.7176/jep/12-19-03

Henriksen, D., Creely, E., Henderson, M., & Mishra, P. (2021). Creativity and technology in teaching and learning: a literature review of the uneasy space of implementation . Educational Technology Research and Development, 69(4), 2091–2108. https://doi.org/10.1007/s11423-020-09912-z

Maisyaroh, Budi Wiyono, B., Hardika, Valdez, A. V., Mangorsi, S. B., & Canapi, S. P. T. (2021). The implementation of instructional supervision in Indonesia and the Philippines, and its effect on the variation of teacher learning models and materials. Cogent Education, 8(1). https://doi.org/10.1080/2331186X.2021.1962232

Ritonga, M., Tazik, K., Omar, A., & Saberi Dehkordi, E. (2022). Assessment and language improvement: the effect of peer assessment (PA) on reading comprehension, reading motivation, and vocabulary learning among EFL learners. Language Testing in Asia, 12(1). https://doi.org/10.1186/s40468-022-00188-z

Rusmawati, D. A., Ghani, A. R. A., & Khuluqo, I. El. (2021). The Influences of Principal’s Academic Supervision, Organizational Climate and Teacher’s Work Motivation on Teacher’s Performance in The Al-Hamidiyah Islamic Education Foundation, Depok. Proceedings of the 1st Annual International Conference on Natural and Social Science Education (ICNSSE 2020), 547(Icnsse), 289–299. https://doi.org/10.2991/assehr.k.210430.044

Sahaludin, A., Wahyudin, W., & Gunawan, A. (2020). Academic Supervision of the Head of Madrasah in Indonesia: A Meta-Analysis. Jurnal Ilmiah IJGIE International Journal Of Graduate Of Islamic Education, 4(1), 1–13. http://webcache.googleusercontent.com/search?q=cache:wyUyNvdZOGYJ:journal.iaisambas.ac.id/index.php/IJGIE/article/download/113/182/+&cd=1&hl=id&ct=clnk&gl=id

Sunaryo, Y. (2020). Academic Supervision of School Principals and Teacher Performance: A Literature Review. International Journal Pedagogy of Social Studies, 5(2), 17–34.

Susanto, S. (2022). Madrasah-Based Management: Quality Improvement Strategies in Madrasah. AL-TANZIM: Jurnal Manajemen Pendidikan Islam, 6(4), 1232–1246. https://doi.org/10.33650/al-tanzim.v6i4.3688




DOI: https://doi.org/10.31869/ruhama.v6i2.4770

Article Metrics

Abstract view : 67 times
PDF - 49 times

Refbacks

  • There are currently no refbacks.