IMPROVING TEACHERS CAPABILITY IN AUTHENTICAL ASSESSMENT THROUGH CLINICAL SUPERVISION WITH PEER COACHING GROW ME APPROACH Mamun Hanif, Joko Widodo, Joko Sutarto, Wahyono
Doctoral Program in Education Management, Postgraduate School, Universitas Negeri Semarang
Abstract
Research aims to analyze and synthesize clinical supervision model in authentic assessment with a feasible Peer Coaching Grow Me approach for MTs teachers in Brebes District. The research method used was Research and Development. The data were obtained from the results of clinical supervision, needs analysis, model testing, and model validation. The data collection techniques used were questionnaires, interviews, documentation studies, observations, and FGDs. The test validity includes model validation by experts and practitioners. Qualitative descriptive analysis employed display data, reduction, verification, and conclusion. The results of the research are: (1) the latest factual model of clinical supervision was mediocre with 56.83%. (2) the hypothetical model of clinical supervision was very important with 84.45%; (3) the final model of clinical supervision was very feasible, proven by 85.00% score of model validation results, model book, and guidance. Clinical Supervision contributed to 26.67% of the teachers capability in authentic assessment. Conclusion: Clinical supervision has been categorized as mediocre, theoretical, has not reached practical level. The model of clinical supervision is very important, as it effectively and efficiently emphasizes the steps: goals, reality, options whats next? / Will, monitoring and evaluation. Clinical Supervision Peer Coaching Grow Me is very feasible. It can be implicated by principals and supervisors to help teachers who have difficulties in authentic assessment of the 2013 curriculum.
Keywords: Authentic Assessment, Clinical Supervision, and Peer Coaching Grow Me
Topic: Strategic Management, Entrepreneurship and Contemporary Issues
