IMPLEMENTASI SUPERVISI KLINIS DALAM MENINGKATKAN KETERAMPILAN MENGAJAR GURU DI TK AULIA SCHOOL

Abstrak

Penelitian ini bertujuan untuk mendeskripsikan implementasi supervisi klinis dalam meningkatkan keterampilan mengajar guru di TK Aulia School. Metode yang digunakan adalah pendekatan kualitatif deskriptif dengan teknik pengumpulan data melalui wawancara semi-terstruktur (in-depth interview) yang dilaksanakan pada tanggal 04 Mei 2026. Subjek penelitian adalah seorang guru di TK Aulia School yang dipilih menggunakan teknik purposive sampling. Data dianalisis menggunakan teknik analisis tematik melalui tahapan pengkodean, pengelompokan kategori, dan penarikan tema utama, serta diuji keabsahannya dengan triangulasi sumber. Hasil penelitian menunjukkan bahwa supervisi klinis di TK Aulia School dilaksanakan oleh kepala sekolah melalui observasi langsung terhadap proses pembelajaran, dilanjutkan dengan pemberian umpan balik berupa arahan dan saran secara lisan setelah kegiatan pembelajaran selesai. Meskipun penilaian belum dilakukan secara terstruktur terhadap seluruh aspek keterampilan mengajar, supervisi klinis terbukti memberikan dampak positif, khususnya pada peningkatan keterampilan guru dalam penggunaan media pembelajaran, pelibatan keaktifan anak, serta pengajaran membaca dan berhitung. Anak-anak menjadi lebih antusias, aktif, dan tertarik dalam mengikuti kegiatan pembelajaran. Penelitian ini menegaskan bahwa supervisi klinis merupakan strategi pembinaan profesional yang efektif untuk meningkatkan kualitas pembelajaran di lembaga pendidikan anak usia dini

This study aims to describe the implementation of clinical supervision in improving teachers' teaching skills at TK Aulia School. A descriptive qualitative approach was employed, with data collected through semi-structured in-depth interviews conducted on May 4, 2026. The research subject was a teacher at TK Aulia School selected through purposive sampling. Data were analyzed using thematic analysis involving coding, categorization, and theme extraction, with source triangulation applied to ensure data validity. The findings reveal that clinical supervision at TK Aulia School is carried out by the principal through direct classroom observation, followed by verbal feedback in the form of guidance and suggestions provided immediately after the learning session. Although the assessment of teaching skills has not been conducted in a fully structured manner across all aspects, clinical supervision has proven to have a positive impact, particularly in improving teachers' use of instructional media, student engagement, and the teaching of reading and numeracy. Children demonstrated greater enthusiasm, active participation, and interest in learning activities. This study confirms that clinical supervision is an effective professional development strategy for enhancing the quality of learning in early childhood education institutions