Agoes Dariyo

Peran Supervisi Klinis Pendidikan Untuk Mewujudkan Kualitas Pembelajaran di Sekolah Dasar Luar Biasa

Introduction

Peran supervisi klinis pendidikan untuk mewujudkan kualitas pembelajaran di sekolah dasar luar biasa. Pelajari peran supervisi klinis pendidikan dalam meningkatkan kualitas pembelajaran guru muda di Sekolah Dasar Luar Biasa (SLB). Solusi atasi tantangan mengajar dan tingkatkan kompetensi guru.

Abstract

The main problem faced by young teachers is their inability to carry out their teaching duties and responsibility is the classroom, as a result of which the quality of learning felt by the students is not achieved. Therefore, a young teacher need to receive clinical supervision which aims to improve the competence of young teacher so that they are able to solve teaching problems well. This research aims to determine the role of educational clinical supervision in realizing the quality of learning for young teachers in special elementary school. This research uses a qualitative-descriptive approach. Qualitative - descrptive data collection techniques using interviews, observation and documentary notes. The sample was selected using a purposive sampling technique, namely according to certain criteria (yong teacher, zero experience, work in special elementary school). The analysis technique uses a thematic approach in the context of Interpretative Phenomenological Analysis (IPA). The result of the research show that clinical supervision of education is felt by young teachers so taht it can realize the quality of learning in special elementary school.  

Review

The paper addresses a highly relevant and critical issue: the challenges faced by young, inexperienced teachers, particularly in the demanding environment of Special Elementary Schools, and the potential ameliorative role of clinical supervision. The stated aim, to determine the role of educational clinical supervision in improving the quality of learning for these teachers, is clear and holds significant importance for both pedagogical practice and policy development. The abstract effectively highlights a pervasive problem – novice teachers' struggles with teaching responsibilities leading to suboptimal learning quality – and positions clinical supervision as a necessary and targeted intervention. The chosen qualitative-descriptive approach, employing interviews, observation, and documentary notes, appears appropriate for exploring the nuanced experiences of young teachers and the perceived impact of supervision. The use of purposive sampling, meticulously selecting "young teachers, zero experience, work in special elementary school," ensures the study targets the specific demographic of interest, which is a strength for in-depth qualitative inquiry. However, the abstract mentions a "thematic approach in the context of Interpretative Phenomenological Analysis (IPA)." While IPA is robust for understanding lived experiences, it typically involves a very small sample size to achieve profound phenomenological insight. The abstract's lack of specificity regarding the *number* of participants is a minor omission that, if clarified in the full paper, would help evaluate the rigor and interpretive depth of the IPA findings. The abstract concludes that "clinical supervision of education is felt by young teachers so that it can realize the quality of learning." This finding directly addresses the research question and offers a valuable preliminary insight into the perceived benefits of clinical supervision within a specialized educational setting. The full paper would ideally elaborate on *how* teachers "feel" this realization of quality – does it relate to increased confidence, improved lesson planning, better classroom management, or a direct impact on student engagement and outcomes? This study lays a foundation for future research, potentially exploring the long-term impact of such supervision, comparing different models of clinical supervision, or investigating objective measures of student learning quality alongside teacher perceptions. The findings offer practical implications for teacher training institutions and school administrations in supporting novice educators in special education environments.

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