Laporan Group 4.docx

COURSE ON CLINICAL SUPERVISION IN MATHEMATICS EDUCATION YOGYAKARTA, 10 - 23 OCTOBER 2018

FINAL REPORT

CLINICAL SUPERVISION AT SD DERESAN SLEMAN, YOGYAKARTA, INDONESIA

Prepared by:

GROUP 4 Mr. I MADE SUTAYASA (INDONESIA) Mrs. WAWAT KARWATI (INDONESIA) Mr. MASRI (INDONESIA) Mr. KANG THEA (CAMBODIA) Mrs. IKE SINTA DEWI (INDONESIA) Mr. SUTIKNO (INDONESIA) Mr. HA VU AHN (VIETNAM)

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Clinical Supervision in Mathematics Education Yogyakarta, 10 – 23October 2018 PREFACE

Alhamdulillah ya AllahforHis glory wonderful blessings and for giving us knowledge and wisdom for us to be able to accomplish this final report of the course “Clinical Supervision in Mathematics Education”. We wish that this material be beneficial to all teachers and personnel who have commitment to improve the quality of Mathematics Education in Southeast Asia. We would like to express our deepest thanks to all the parties involved in the production of final report. We are very lucky to have worked with many ideas and sharing from Southeast Asian countries and have received guidance, direction and support during the course on“Clinical Supervision in Mathematics Education” during 10– 23October 2018. Especifically, we would like to extend our appreciations to: •

The ministry of Education / Department of Education of the participant’s country for choosing and allowing them to participate in the course study

•

The SEAMEO Regional Centre for QITEP in Mathematics and their staff for the opportunities they have extended to them and for all the excellent accommodation and care and support that they have offered. We have enjoyed our staying and exploration of beautiful Yogyakarta during our course

•

The facilitators/specialists/discussants, for the knowledge that they have shared with us;

•

The participants’ family, relatives and friends who are there for them giving their love, moral support and prayers;

•

And to all those people who have extended their help in the success of the implementation of the course, all the participants would like to thanks them deeply.

Last but not least, we hope this report will serve as a guide to us and interested colleagues and teachers to future our professional development and our passion in teaching Mathematics to many classes of students in coming years.

Group 4

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Clinical Supervision in Mathematics Education Yogyakarta, 10 – 23October 2018 TABLE OF CONTENTS

PREFACE ............................................................................................................................. 2 TABLE OF CONTENTS ...................................................................................................... 3 CHAPTER 1. INTRODUCTION ........................................................................................ 4 A. Rationale ....................................................................................................................... 4 B. Overview of Clinical Supervision ................................................................................ 6 CHAPTER II. PLANNING STAGE .................................................................................... 8 CHAPTER III. IMPLEMENTATION AND OBSERVATION .......................................... 9 CHAPTER IV. REFLECTION AND DISCUSSIONS...................................................... 10 CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS .................................... 20 Conclusions and Recommendations............................................................................... 20 APPENDICES Group Member Personal Profile ......................................................................................... Instruments ...................................................................................................................... 21

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Clinical Supervision in Mathematics Education Yogyakarta, 10 – 23October 2018 CHAPTER I INTRODUCTION

A.

Rationale Teaching and learning process requires good interaction, controlled and matched by the

planning of learning, so that the learning process can be an effective and efficient as defined in the competency. One of the determinants in the productivity of learning is the teacher. Teachers are required to produce reinforcement of cognitive, affective and psychomotor of the students. Teacher are required also to design the conducive environment to the occurrence of self-learning process. Learning in the school environment should be designed to be independent inquiry. Conceptual and procedural errors must be avoided by making of good lesson plan, so learning outcomes will match with the purpose of learning itself. A good lesson plan will be the crucial initial step for the teacher to implement good learning in the classroom. While teachers make a good lesson plan then they will try to manage all classroom activities as well as possible. Learning is also an art and a style that is bound by the methodological norms so that the implementation of the rules are based on psychological and pedagogical. Therefore, not all of the interaction process can be referred to the process of learning interactions. As a result, managing the learning process teachers should first equip themselves with pedagogic and psychological sciences, especially psychology of learning and development. School as a learning arena of interaction requires the implementation of the learning interactions that based on the rules above. To meet the demands of the rules above, the learning process that is done by the teacher need supervision and evaluation mechanism called clinical supervision. Supervision mechanism is needed to find a lack of learning activities in accordance with the rules and then followed up with the improvement of teaching. Therefore, we need a professional supervisor. In performing his duties, he acts on the basis of scientific principles to improve the quality of education. Supervision necessary to perform excess that can discern the problems of improving the quality of education, using the sensitivity to understand and not just use general sense. He fosters academic quality improvement through the creation of better learning situations, both of physical and non physical environment. 4

Clinical Supervision in Mathematics Education Yogyakarta, 10 – 23October 2018 Supervision is done by the supervisor, certainly has a different mission with supervision done by the principal. In this case the supervision is intended to provide service to the principal in managing institutional effectively and efficiently and to develop the quality of educational institutions. In the context of education quality control, supervision by supervisor use the regulatory activities and intensive observation of the learning process in educational institutions, and then followed up by giving feed back. It is also in line with the views of L Drake (in Depdiknas, 2008) which states that supervision is a term that is sophisticated, because it has a broad meaning, which is identical to the process of management, administration, evaluation and accountability or a variety of activities and creativity related to institutional management at the institutional level of the school environment

B.

Overview of the Clinical Supervision Supervision is basically directed at two aspects, namely: academic supervision and

managerial supervision. Academic supervision focuses on the observation of the activities of an academic supervisor, the form of learning both inside and outside the classroom. Managerial supervision focuses on the observations on aspects of management and administration of the school that supports the implementation of learning. Because learning in the classroom is an academic activity, so the most appropriate approach to supervision by doing academic supervision. Academic supervision includes clinical supervision and curriculum development. Clinical supervision means the development and the implementation of the learning correction, implemented as a component or integral part to increase the professionalism of teachers in implementing the learning process. The importance of clinical supervision rather than merely as a therapist learning activities but also the practical needs related to integrate clasical and individual experience of the teacher in order to complement each other. Clinical supervision, as a process, are based on a number of key assumptions as follows (1) the real teaching is a set of complex and unique activities that require careful analysis, (2) the teacher is a figure that is responsible for learning and he is a competent professional expected to help by offering models of learning in different ways and different implementation, (3) the 5

Clinical Supervision in Mathematics Education Yogyakarta, 10 – 23October 2018 purpose of clinical supervision is to help teachers to adjust teaching pattern. The procedure for conducting clinical supervision is to follow three stages, as suggested by Acheson (in Depdiknas, 2008): "In brief, clinical supervision is a model of supervision that contains three phases: planning conference (pre conference), classroom observation, and feedback conference (post conference). The most distinctive features of clinical supervision are its emphases on direct teacher-supervisor interaction and the teacher's professional development”. Stage of the pre-conference is intended as an inventory stage problems that teachers face. Preliminary meeting stage (first stage); at this stage it is important to note, especially by the supervisor, is to be able to create an intimate atmosphere, open and friendly. So intertwined are the collegial relationships in a harmonious atmosphere of cooperation. In this stage, supervisors and teachers together to discuss plans for skills to be observed and recorded. Thus, at this stage of the preliminary meeting of supervisors and teachers together to discuss planning what skill will be observed and recorded. For teachers and supervisors, this stage is an opportunity to identify skills or skills which need improvement. Skills that are selected and agreed by teacher and supervisor then operationalized in the form of formulas that can be observed behaviorly and descriptor also formulatted for the benefit of recording the data and provide interpretation (appraisal). Classroom observation stage is intended as a step to see the real learning that takes place in the classroom. Classroom observation stage (second stage); at this stage the teacher teaches or conducts the teaching behaviors that have been selected and agreed at the preliminary meeting stage. In practice/training, supervisor observation conducted by using a tape recorder which also has been agreed. Observed aspects are listed in the instrument that has also been agreed with the preliminary meeting. The main function of classroom observation is to capture what happens during the teaching process takes place in full to the supervisor and the teacher can accurately recall the teaching process with the aim that the analysis can be made objectively. The underlying idea of this observation is included in what is happening so that the notes made by careful and complete, and then stored properly, can be useful for the purposes of analysis and commentary. Post conference stage (third stage), this stage is a feedback discussion between supervisor and teacher related to the recently completed activity that is, the teacher had just finished training a skill, and the supervisor had just finished watching the teacher do the exercises. The reference in 6

Clinical Supervision in Mathematics Education Yogyakarta, 10 – 23October 2018 the reversal of this meeting was an agreement made in the preliminary meeting, and at the end of the discussion of this reversal of teachers are expected to know and realize how far agreed objectives have been achieved. Based on the descriptions above, it can be concluded that the general principles of clinical supervision must animate the entire stage in the clinical supervision cycle, the stage of preliminary meetings, classroom observation phase, and phase of the feedback meeting. These principles should be reflected in the supervisor and insights must be the cornerstone of every decision and action in helping teachers improve their professionalism.

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Clinical Supervision in Mathematics Education Yogyakarta, 10 – 23October 2018 CHAPTER II PLANNING STAGE

A.

DESIGNING INSTRUMENTS In planning stage the group discussed the instrument base on the focus area that has been arranged by the committee. While the other group discussed the classroom management and the strategy used by the teacher, the focus area that needs to be discussed in group 4 is the student’s response and student’s engagement. The group decided to observe the teacher attitude or do during the lesson and student’s attitude as the indicator whether the lesson running well or not. The instrument consists of the some criteria’s and the quality of each, whether the criteria that has been done by the teacher is satisfied or need to be improved. It is also important to make a note of the evidence of the way teacher do or the teacher’s attitudes that need to be improved as observational data.

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Clinical Supervision in Mathematics Education Yogyakarta, 10 – 23October 2018 B.

PLANNING THE SCHEDULE No 1 2 3

Activities

Dates Friday, 19 October 2018

Pre meeting Designing the instrument Class observation Post Conference Analysis and discussing Making Report

Saturday, 20 October 2018 Saturday, 20 October 2018 Monday, 22 October 2018 Monday, 22 October 2018

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Clinical Supervision in Mathematics Education Yogyakarta, 10 – 23October 2018

CHAPTER III IMPLEMENTATION AND OBSERVATION

A. PRE-CONFERENCE MEETING Before observing the lesson, the supervisor has been the information about the school, the teacher’s profile and the lesson she will run and the student’s profile. a. School profile SDN Deresan is a public school which is located in Sleman Yogyakarta Indonesia. There are some facilities in this school like meeting room, mosque, study room and other facilities. In the centre of the school there is a wide yard which use as field ceremony and sport area. According to the teacher, The school is including poor school that only rely on budget from goverment (BOS).That why principal and some teacher has been looked for block grant from some office like Unesco, Minister of Education and so on. Some program has been made cooperation with education environment like Gajah Mada University, Kanisius Publisher and so on. b. The teacher profile The teacher is Nur Fitriana. She is a young woman with so many experiences. In 2016 took a part in Training Course on Environmental Education for Sustainable Development (EESD) SEAMEO Qitep In Science Bandung. The course aims to share best practiceactivities related to environmental knowledge, ability, and values, and also to integrate sustainable development issues in science learning for students. This course brought her to the larger experinces teacher in NASA USA in 2018. One of the reason she came to NASA USA was that she always learns her student in STEM education. After finishing her training in NASA she come back to school and shre many experiences with teacher which held by Minister Education and Culture of Indonesia. c. Student’s profile The students are from the second year of Primary school. There are 23 students, boys are less Madethan the girls, and almost all are active learners. The school has divided the students into two classes. A for the active learners while B is less active learners is located in d. Lesson/subject The teacher will teach five different subjects in thematic approach. She combines Science, Technology, Engineering, and Mathematic (STEM) in her project based learning strategy.

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Clinical Supervision in Mathematics Education Yogyakarta, 10 – 23October 2018

B. LESSON OBSERVATION

a. Supervisor/observer The supervisor observed how the teacher get a good responses and engage all the student into the lesson and take a picture of the students activities. The supervisor can not involve into the student’s activities. b. Teacher do The teacher has done many ways to get the student’s responses and engagement. She brought the student outside the class. The students asked to bring the media from waste that they have prepared before ( paper board cut into many shapes : square, rectangle, circle and triangle. They also brought material and tools to make a toy car). Teaching and learning started by recall the student pre knowledge. The teacher also asked some students to go forward to answer questions and using the media.

c. Student’s responses There were several aspects that the supervisor observed in students’ responses and engagement during the teaching learning process. In responses aspect supervisors devided into two kinds of activities, teacher’s activities and students’ activities. Related to responses, teacher was expected to address the students enthustiastically, give the instruction clearly and correctly, respond to the students’ answer in proper way, give the students praises, make eyes contact with students, and do not blame the students. According to the supervisor’s observation, from the beginning of the teaching learning process, teacher had shown her enthusiastic manner by. She addressed the students with good intonationand her smiling face. The teacher also gave oral 11

Clinical Supervision in Mathematics Education Yogyakarta, 10 – 23October 2018 reinforcement to the students who answered her questions no matter the the students answer were right or wrong. To increase students’ response to teaching learning process the teacher tried to praise the students who have couragement to ask questions by touching them, made eyes contact, and did not blame the students. From the students’ activity side, the supervisors observed that most of the students given positive responses to the teacher’s instruction even though some of them did not respond all the time, but it such a common thing, as they were children. d. Student’s engagement Teacher built the participation of students trough the interaction using motivation sentences. “Students, you can do that.”I am sure you can do anything”. The teacher also fostered students’ participation through asking one of the students to hold the sample two-dimentional figure. The two-dimentional figurebuild shown then asks the name of the build, number of sides and number of angles. Besides, when she found the floor in the form of a flat, the teacher also asked the students the names of the buildings she saw. Even a hexagon can be identified by students. The hexagon did not exist in the sample of the building made from the previous carton material. In the material of making vehicles from used cardboard material, used bottle caps with dynamo drive, the teacher divideed students into several groups. Most students were seen as active in their group but there are a small number in each group who did different things from group activities. The teacher tried to remind the students by words but the students still ignoredher. Teachers should come and invite students to be fully active. In the use of learning media, the teacher has involved students by carrying objects resembling two-dimensional objects. Students hold one object, another student is asked to answer the two-dimensional wake name and calculate the number of angles and sides. Interaction was also seen by asking other students if they did not agree with the students' answers beforehand. The children answered even though the answers were not necessarily correct.

C. ANALYSIS OF LESSON OBSERVATION Analysis of lesson observation is important step because it would bring the fact result of observation which is conducted to teachers. The purposed of this activities is to note and show the result. Based on the focus area that the group four observed about the student`s responses and engagement, the analysis as followed: a. Teachers starting the class by addressing the student enthusiastically with morning greeting to a student. b. Teacher gives the instruction to students some time not clear, his language skill not enough competence for students. She assumes quick instruction will help her in 12

Clinical Supervision in Mathematics Education Yogyakarta, 10 – 23October 2018 organizing the class. It was lack responses of students when she talked Javanese (dong and blong). c.

The response of teacher in answering the question was not clear because she did not emphasize about student`s problem. She passed it without finding the answer. Students look confuse, they were not motivating well in their ideas.

d.

Teacher gave students in group or individually praise and criticize but both the reward some time does only for the succeed group. The effect was not all groups engage good.

e.

Student responded teacher enthusiastically at the beginning of lesson.

f.

Student instructed to make a group, but any of them not engage themselves in a group.

g.

Student asked question based on individual idea. It must be done by group , because they work in group

h. Students answer the question with own language and own language. There were any of students answering teacher question. i.

Students responded their friends question often.

j.

Teacher grows participation of student through the interaction using motivation word or sentences

k. Teacher bodies language and expression was really helpful for student. Make the student attractive and engage because her eyes contact was properly forward to students l.

Teacher engage the student`s ideas in answering the question

m. All students activities based on the progress situation on the lesson.

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Clinical Supervision in Mathematics Education Yogyakarta, 10 – 23October 2018

CHAPTER IV REFLECTION AND DISCUSSION

A. REFLECTION

1.

2. 3. 4. 5.

Based on the activity we observed, the fact of learning process as below: the student acted with the materials the teacher had shared with him, but experimental activities seemed to be educational games, since theinstallation of a car had to have a better material. But this may be from a study site. Car installation is a technical skill and a combination of STEM. The teacher did not put any mathematical notions. At Level 2, teachers should broaden the questions to the discussion group, such as how many tire does a car have? If the three cars have many tire ? we saw teacher spend a lot of times for one activity. If we teach in one session for 40 mns it not enough for this activity. the teacher did not ask the student to count the area of rectangle which is made to be a car

B.DISCUSSION After learning process we and teacher entered the meeting room and make short discusion about the learning process. according to the fact of learning process, there was one main question namely what will the teacher do to improve student engagement and response

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Clinical Supervision in Mathematics Education Yogyakarta, 10 – 23October 2018

CHAPTER V CONCLUSION AND DICSUSSIONRECOMMNEDATION

A. CONCLUSIONS Based on the observation the supervisor conducted, it can concluded that the teacher taught in the proper way related to students’responses and engagement. It can be seen from both side, teacher and students activity. Teacher’s positive respond to students question and answer had influenced the students to respond in the same way. The use of many kinds of media had also increased the students’ engagement tothe teaching learning process. Students looked always engage to the teaching learning process, enen though some of the were not fully. B. RECOMMENDATIONS Based on the discussion above, we suggest that in the future, teacher shoul find other way to increase students’ engagement in teaching learing process. Picking students to be back to the group may be one solution to the problem in order to make students be engaged more.

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Clinical Supervision in Mathematics Education Yogyakarta, 10 – 23October 2018

APPENDICES GROUP MEMBERS PERSONAL PROFILE 1 Nama

: I Made Sutayasa

Office Addres Country Position e-mail

: : : : :

SD N MundukBestala Banjar DinasSekar, MundukBestala. Bll - Bali Indonesia Principal [email protected]

2 Nama Office Addres Country Position e-mail

: : : : : :

Mrs.WawatKarwati SD N Santaka Dusun BatuRumpil RT 03/04 Ds Mangunarga Indonesia Principal [email protected]

3 Nama Office Addres Country Position e-mail

: : : : : :

Mr. Masri SD Negeri 05 PercobaanPintuKabun Jln. Guru Tuo Gang SDP Indonesia Principal [email protected]

4 Nama Office Addres Country Position e-mail

: : : : : :

Kang Thea Primary School TrapaingOnchanhPhnompenh Phnom Phen Cambodia Cambodia Principal [email protected]

5 Nama Office Addres Country Position e-mail

: : : : : :

Mrs. Ike SintaDewi SD Plus Darul Ulum Jombang Jln Sultan Agung No 3 Jombang Indonesia Principal [email protected]

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Clinical Supervision in Mathematics Education Yogyakarta, 10 – 23October 2018

6 Nama Office Addres Country Position e-mail

1 Nama Office Addres Country Position e-mail

: : : : : :

Mr. Ha Vu Anh Hanoi-Amesterdam High School for Gifted Hanoi, Vietnam Vietnam Leader Math Group [email protected]

Mr. Sutikno SDN Karangmlati 2 Demak Karangmlati Demak, Central Jawa Indonesia Principal [email protected]

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Clinical Supervision in Mathematics Education Yogyakarta, 10 – 23October 2018 OBSERVATION SHEET CLINICAL SUPERVISION OBSERVATION INSTRUMENT SCHOOL: SUPERVISEE NAME: DATE : AREA OF FOCUS : Student’s Responses and engagement CRITERIA

NO.

A a

Satisf actory

SUPERVISOR NAME: SUBJECT/ CLASS:

Need improve ment

Responses Teacher’s activities

Teacher address the student enthusiastically

Teacher gives the instruction clearly and correctly Teacher

respond

the

student’s

question

enthusiastically Teacher respond the student’s answer in proper way Teacher gives praises, criticize, discipline

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Observational Data

Clinical Supervision in Mathematics Education Yogyakarta, 10 – 23October 2018 Teacher makes eye contact with the student

Teacher not blame the students

Teacher

b

Student’s activities Student

respond

to

the

teacher’s

address

enthusiastically Student respond to the teacher’s instruction correctly Student’s asking question Student’s answer teacher’s question Student’s answer other student’s question

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Clinical Supervision in Mathematics Education Yogyakarta, 10 – 23October 2018 B

Engagement

a

Teacher’s activities

Teacher grows participation of students trough the interaction

using

motivation

word

or

sentences : ”You can do that”…”I am sure you can help us”..etc Teacher motivate/encourage student’s to engage into the group/ class activites Teacher involves the student in using media

Teacher call on vary students

Teacher move properly Teacher using student’s idea

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Clinical Supervision in Mathematics Education Yogyakarta, 10 – 23October 2018 b

Student’s activities All student’s involved the activity design by the teacher

Conclusions : ........................................................................................................................................................................................................................................... ........................................................................................................................................................................................................................................... ........................................................................................................................................................................................................................................... ...........................................................................................................................................................................................................................................

Reflections : ........................................................................................................................................................................................................................................... ........................................................................................................................................................................................................................................... ........................................................................................................................................................................................................................................... ........................................................................................................................................................................................................................................... Recomendations : ........................................................................................................................................................................................................................................... ........................................................................................................................................................................................................................................... ........................................................................................................................................................................................................................................... ...........................................................................................................................................................................................................................................

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Clinical Supervision in Mathematics Education Yogyakarta, 10 – 23October 2018

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