How to cite:
Tjoeng Sin Siong. (2022). Improving Academic Supervision through
Program Evaluation Using the CIPP Model at Private High School in
Bogor City. Journal Eduvest. Vol 2(7): 1.220-1.236
E-ISSN:
2775-3727
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Eduvest – Journal of Universal Studies
Volume 2 Number 7, July, 2022
p- ISSN 2775-3735- e-ISSN 2775-3727
IMPROVING ACADEMIC SUPERVISION THROUGH
PROGRAM EVALUATION USING THE CIPP MODEL AT
PRIVATE HIGH SCHOOL IN BOGOR CITY
ABSTRACT
This research wants to know how high the quality or condition
in the implementation of academic supervision is, after the
data collected is compared with certain criteria or standards.
The research method is a scientific way to obtain data with
certain goals and uses. Result of this research concluded that
there is a match between the goals and objectives set in
academic supervision. Graduates produced by private schools
are increasingly able to compete with public schools to enter
state universities.
KEYWORDS
Supervision, Program Evaluation, CIPP Model
This work is licensed under a Creative Commons
Attribution-ShareAlike 4.0 International
INTRODUCTION
The principal has the duties and responsibilities in carrying out supervision for
teachers and education personnel in schools (Karim, Kartiko, Daulay, & Kumalasari,
2021). Academic supervision is a routine work program for principals that is carried out
every year, where the program is planned at the beginning of the school year, carried out
during the school year and evaluated at the end of the school year. Academic supervision
is one of the principal competencies that must be carried out in a planned, directed and
sustainable manner, referring to the systematics recommended in the principal's work guide
book (Lomis et al., 2017). The academic supervision program includes planning,
monitoring, implementation, evaluation and follow-up activities (Lomis et al., 2017). The
academic supervision program is carried out systematically, holistically and systematically
by the principal (Dedeilia et al., 2020). The academic supervision program uses a systems
approach because it consists of various interrelated components and has a specific role and
purpose (Rechsteiner, 2012). With a systems approach, the program evaluation of academic
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supervision will identify each component and its advantages and disadvantages, thus
helping decision makers to make improvements.
By having and carrying out academic supervision by the school principal, it can be
expected to achieve the functions and goals of national education. National education has
a basic function and purpose, namely to educate the nation's life and develop the potential
of students to become quality human beings. This is confirmed in Law Number 20 of 2003
concerning the National Education System, article 3, namely that national education
functions to develop capabilities and shape the character and civilization of a dignified
nation in the context of educating the nation's life, aiming at developing the potential of
students to become human beings who believe and fear God. Almighty, noble, healthy,
knowledgeable, capable, creative, independent, and a democratic and responsible citizen.
To realize the functions and objectives of national education, it is necessary to
improve the quality of various components of education such as: teachers, students,
education staff, school principals, curriculum, policies, stakeholders, infrastructure,
financing and so on. Teachers are an essential and strategic factor in efforts to improve the
quality of education in schools. In Law Number 14 of 2005 concerning Teachers and
Lecturers it is stated that teachers have a position as professionals at the level of basic
education, secondary education, and early childhood education in the formal education
pathway which are appointed in accordance with statutory regulations.
Various ways have been attempted to improve the quality of teachers, one of which
is through academic supervision carried out by principals and supervisors, aiming to
improve the quality of teachers in carrying out the learning process in the classroom.
Academic supervision is a form of supervision carried out by principals and supervisors to
assist teachers in improving their professionalism. This has been mandated by Government
Regulation No. 19 of 2005 concerning National Education Standards, namely article 19,
which states that each educational unit undertakes planning of the learning process,
implementation of the learning process, assessment of learning outcomes, and supervision
of the learning process for the implementation of an effective and efficient learning
process.Then it was reaffirmed in the Regulation of the Minister of National Education
(Permendiknas) Number 13 of 2007 concerning Standards for Principals, that school
principals must have five competencies, namely: personality, managerial, entrepreneurial,
supervisory and social competencies. Academic supervision is one of the competencies that
must be possessed by school principals by: a) planning academic supervision programs in
order to increase teacher professionalism, b) carrying out academic supervision of teachers
with appropriate approaches and techniques, c) following up on the results of academic
supervision.
Permendiknas Number 28 of 2010 concerning Assignment of Teachers as
Principals/Madrasahs, it is stated that schools must be led by a competent person, in
personality, social, managerial, entrepreneurial and supervisory aspects. In chapter VI of
the Minister of National Education Number 22 of 2016 concerning Standards for Primary
and Secondary Education, it is stated that the supervision of the learning process is carried
out through monitoring, supervision, evaluation, reporting, and follow-up activities on a
regular and ongoing basis. In supervising the learning process, principals and supervisors
carry out supervision in the form of academic supervision and managerial supervision.
Finally, Permendiknas Number 6 of 2018 concerning Assignments.
Teachers as school principals, article 15 paragraph 1 emphasizes that the principal's
workload is entirely to carry out the main managerial tasks, entrepreneurship development,
and supervision of teachers and education staff. The selection of academic supervision
topics is interesting to research and evaluate on the grounds that academic supervision is
part of the control of education management. Academic supervision has a direct impact on
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increasing the professionalism of human resources in schools for teachers, students and
principals. This is in accordance with what Saiful Bahri (2014) said in his journal on
Academic Supervision in Increasing Teacher Professionalism that the essence of academic
supervision helps teachers develop their professional abilities, through their competencies.
Meanwhile, Eti Hadiati (2018) in her journal on the Effect of Academic Supervision on
Teacher Performance stated that there was a significant influence between academic
supervision and teacher performance. If you want to improve the professionalism of
teachers, it is necessary to increase academic supervision. So far, the implementation of
academic supervision has not been a priority for school principals, even though academic
supervision must be carried out on an ongoing basis. Academic supervision is not a part-
time task that is only carried out from time to time if needed, but is a routine task for the
principal which is carried out every year.
Since the implementation of the 2013 curriculum, there have been many paradigm
shifts in improving Human Resources (HR) in schools. Implementation of the 2013
curriculum provides new insights for principals and teachers in conducting academic
supervision. The approach and perspective of the 2013 curriculum is also different from
the previous curriculum (Ahmad, 2014). In the previous curriculum, the principal entered
the class and observed the teachers teaching, but now the principal, apart from attending
class, can also carry out academic supervision with CCTV media or during the Covid-19
period using zoom or google meet. Kasmawati said that with the google form supervisor,
she could carry out academic supervision effectively and efficiently. Likewise, the
curriculum learning implementation plan was previously long, but since the issuance of the
Circular Letter of the Ministry of Education and Culture No. 14 of 2019 concerning
Simplification of RPP or known as one sheet RPP. With the repeated revisions of the 2013
Curriculum, it is hoped that the results will be more in line with educational needs and
assist principals in the supervision program.
By looking at the existing constraints, it is necessary to do further research to find
out what factors hinder and support the success of the implementation of the academic
supervision program. Although academic supervision has been carried out by the principal,
there are still many aspects that need to be improved and improved, including: delegation
of academic supervision tasks and teacher development that has not been maximized so
far. If the academic supervision of teachers is not evaluated, then the principal does not
know the real problem and it is difficult to demand teachers to be professional. By
evaluating the academic supervision program, it can be seen to what extent the objectives
and effectiveness of the program can be achieved. In other words, it can be seen whether
the program will be continued, adjusted, modified, improved, or discontinued? Program
evaluation can help policy makers to make the right decisions based on careful
consideration. So, the purpose of the principal's academic supervision is expected to be
able to help achieve the functions and goals of national education, through the education
unit. Thus, what the teacher does can be directed at achieving the planned goals.
This research wants to know how high the quality or condition in the
implementation of academic supervision is, after the data collected is compared with
certain criteria or standards. Program evaluation is an integral part of educational
evaluation in general, both in the teaching and learning process and in wider use. Program
evaluation contains an attempt to connect and organize from empirical experience to the
theoretical realm in sequence, namely: (a) identifying problems that have arisen from the
start; (b) analyze the problem; (c) generate and implement to reduce risk; (d) evaluate for
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alternative opportunities; (e) adopting alternative options that produce useful
recommendations.
RESEARCH METHOD
The research method is a scientific way to obtain data with certain goals and uses
(Susilo, Hasbullah, & Sugiyono, 2013). There are various kinds of research approaches
such as qualitative approaches, quantitative approaches, mixed methods approaches, model
development, program evaluation approaches, and so on.
In this study, researchers used a program evaluation research method with the CIPP
(Context, Input, Process, Product) model developed by (Lund, 2012). The CIPP model is
an evaluation model that views the program being evaluated as a system. Context
evaluation involves policies, needs assessment, program goals and objectives (Frye &
Hemmer, 2012). Input evaluation includes resources, procedures, strategies, budgets,
infrastructure. Process evaluation includes planning, implementation, reporting, and
follow-up. Product evaluation involves program results, outputs, outcomes, benefits and
impacts.
RESULT AND DISCUSSION
The discussion of the results of the evaluation of the academic supervision program
at the private high school in Bogor City, includes a discussion of the components of context,
input, process and product in which each component has several aspects. The discussion of
the evaluation results of the academic supervision program is carried out based on the
evaluation results of each CIPP component and its aspects, which have been reviewed and
analyzed based on predetermined criteria based on relevant theoretical studies. The analysis
of each component of the CIPP will be re-synthesized using the triangulation technique, in
order to obtain a comprehensive interpretation and meaning.
According to Arikunto & Jabar (2014:35) criteria is something that is used as a
measure that shows the level of something being measured. There are two kinds of success
criteria in research, namely qualitative criteria and quantitative criteria. Quantitative
criteria are divided into two, namely criteria without consideration and criteria with
consideration. The success criteria in this study use quantitative criteria without
consideration, meaning that the criteria are compiled only based on a range of numbers or
scores (X) obtained from data analysis, where the highest ideal score (Xmax) is 100% and
the lowest score is 1% (Xmin) so that the criteria for success are obtained. as follows:
1. Value 5 (Excellent), if the range reaches 81-100%
2. Value 4 (Good) if the range reaches 61-80%
3. Value 3 (Enough), if the range reaches 41-60%
4. Value 2 (Less), if the range reaches 21-40%
5. Value 1 (Less Once), if the range <20%
The discussion of the implementation of the academic supervision program in each
component and its aspects is presented as follows:
1. Discussion of the Context Component
Discussion of the evaluation results of the context component of the academic
supervision program at the Bogor City Private High School, covering policy aspects,
objectives aspects, needs analysis aspects and target aspects. The discussion of the
evaluation results of the context component presented refers to the analysis of the results
of the evaluation of program implementation on the context component. Then the
discussion and meaning of the evaluation results from the context components and their
aspects are presented sequentially according to the results of data analysis. This is in line
with what Arikunto and Jabar (2014:46) describe context evaluation as an attempt to
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describe and detail the environment for unmet needs, the population and sample served,
and project objectives.
a. Policy Aspect Discussion
The principal's understanding of the academic supervision policy is in the very
good category, this is evident from the evaluation results that the principal of the Bogor
City private high school has understood and knows that academic supervision is the
principal's duty and responsibility. This is in accordance with what is said in the evaluation
criteria, namely responsiveness, where the academic supervision policy has been responded
well by the principals. The principal has referred to the government's policy in carrying out
academic supervision in accordance with the implementation instructions mandated by the
policy.
The supervision policy in question is Permendiknas Number 28 of 2010 concerning
Assignment of Teachers as Principals/Madrasahs, namely schools must be led by a
competent person, in personality, social, managerial, entrepreneurial and supervisory
aspects. Permendiknas Number 22 of 2016 concerning Standards for Primary and
Secondary Education Processes, in Chapter VI it is stated that the supervision of the
learning process is carried out through monitoring, supervision, evaluation, reporting, and
follow-up activities on a regular and ongoing basis. Finally, Permendiknas Number 6 of
2018 concerning Assignment of Teachers as Principals, article 15 paragraph 1 emphasizes
the full workload of school principals to carry out the main managerial tasks,
entrepreneurship development, and supervision of teachers and education staff. The
principals agreed to follow this policy in carrying out the supervision of teachers and
education personnel. So, this policy on academic supervision has given satisfaction to the
needs of principals in carrying out their duties and responsibilities in schools.
b. Discussion of Aspects of Needs Analysis
Based on the results of the evaluation of the aspect of teacher needs in academic
supervision at the Bogor City Private High School, this aspect is included in the good
category. The principals have analyzed the needs of teachers before and after carrying out
academic supervision. According to several principals, the purpose of conducting this
teacher needs analysis is to accommodate the needs of teachers and improve the quality of
services to students. This is in accordance with what Mondy (2008:257) said that in
analyzing human resource needs, sufficient data is needed to identify someone who has the
potential to develop. Meanwhile, Mathis and Jackson (2000:81) say that the purpose of
developing a needs analysis includes identifying strengths and weaknesses that need to be
improved, the existence of planning and coaching in order to develop one's career.
Kaufman and Fenwick in Arikunto (2014:71) emphasize the need for needs
analysis in solving educational problems, because needs analysis is the right tool as a
complement for program evaluators when considering problem clarity, as well as providing
recommendations to policy makers. This is in accordance with the criteria of W. Dunn in
Nugroho (2009:671) where the principal has given a positive response to the needs of
teachers in academic supervision. According to Sukardi (2015: 205) needs assessment can
be used for several purposes: 1) identifying prioritized strategic programs; 2) determine the
results of the program or activity to be achieved; 3) develop criteria for the success of
program evaluation; 4) provide feedback information to stakeholders in education and
training institutions.
c. Discussion of the Aspects of Academic Supervision Objectives
From the evaluation results, the formulation of the objectives of academic
supervision in the Bogor City Private High Schools was included in the assessment of the
good category, where the principals had and formulated a clear goal, namely increasing the
professionalism of teachers in the teaching and learning process in the classroom. This is
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in accordance with the 2017 Academic Supervision Guide which states that the purpose of
academic supervision is to improve the quality of the learning process so that teachers can
help students learn to be more active, creative, innovative, effective, efficient and fun.
Sergiovanni (1987) also said that the general purpose of academic supervision is to help
teachers develop their professional abilities in understanding academics, classroom life,
developing teaching skills and using their abilities through certain techniques. In addition,
Sergiovanni added the purpose of academic supervision is to monitor the quality and
growth of the motivation of educators (Academic Supervision Guide, 2017:5).
The specific objectives of academic supervision regarding the learning process in
the classroom are to increase the competence of teachers in: 1) Preparing for learning; 2)
Implement the learning process; 3) Choosing the right approach, method, model and
learning technique; 4) Develop assessment instruments in conducting evaluations; 5)
Provide follow-up learning to students; 6 Completeness of learning administration needed
in order to carry out their duties (Academic Supervision Guide, 2017:6). Thus the purpose
of supervision will be more comprehensive if the principal is able to combine general goals
and specific goals in carrying out academic supervision in his school.
According to Nana Sudjana et al. in Barnawi and Muhammad Arifin (2011:21), to
improve the professionalism of teachers in carrying out their duties, followed up with
teacher guidance and training activities with the following stages: a) developing
professional teacher guidance and training programs; b) carry out teacher professional
guidance and training; c) evaluate the results of teacher professional guidance and training;
d) carry out in the implementation of class actions.
So the principal has formulated the goals of academic supervision in accordance
with the needs in his school and has involved the supervisor team in formulating these
goals. The goals that have been formulated by the school with various emphases ultimately
lead to an increase in the professionalism of teachers in providing services to students. So
even though the formulation is different from one high school to another, the end goal is
the same.
d. Discussion of Target Aspects
The discussion of the aspects of the program targets based on the results of the
evaluation of the implementation of the program's target aspects shows that the average
rating is in the good category. This is in accordance with the evaluation criteria which state
that the target of academic supervision is all teachers, both permanent and honorary
teachers. The main target of academic supervision is the ability of teachers to carry out the
learning process which includes planning, implementing, and evaluating learning activities.
Thus the achievement of the target of academic supervision at the Bogor City Private High
School is already good, because the teachers have planned, implemented and evaluated the
learning. The target setting above is in accordance with the concept put forward by Veithzal
Rivai Zainal (2015: 429) that there are many things that need to be considered in setting
academic supervision targets, including who the target will be assessed will determine
different treatment. The setting of this target has also been effective according to William
N. Dunn's (2003:429) criteria, namely the effectiveness of the target in achieving the
objectives of the academic supervision program. In addition, the principal and the
supervisory team also involve the teacher in determining the goals and objectives of
supervision.
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2. Discussion of Input Components
Discussion of the input components of academic supervision includes strategies,
programs and activity plans, work procedures, structures organizational structure, human
resources, budget, collaboration with stakeholders and infrastructure. This is in accordance
with what Widoyoko (2010) said, input evaluation helps regulate decisions, determine
available sources, alternatives taken, plans and strategies to achieve goals and work
procedures to achieve them. The same thing in Sudjana and Ibrahim (2004:246) said that
input evaluation is a means or capital or materials and strategic plans that are set to achieve
educational goals. The following is a discussion of the input components and their aspects:
a. Discussion of Strategy and Target Aspects
The discussion of strategic aspects and academic supervision targets based on the
results of the evaluation of program implementation on these two aspects shows that the
average rating is in the good category. Where the principal has set the strategy and target
of the academic supervision program together with the vice principal for the curriculum
and the appointed supervisory team. The determination of program strategies and targets is
carried out based on the stages of activities that are systematically arranged and in line with
the goals and objectives as stated in the 2017 Director General of High School Education
Academic Supervision Guidelines.
Although school principals have their respective strategies and targets adapted to
the situation of their school, it is also necessary for the principal to involve stakeholders, in
this case the supervisor of the local education office and the foundation in order to facilitate
the implementation of technical academic supervision in the field. In addition, stakeholders
can become facilitators and inspirations in the implementation of academic supervision in
schools. Setting the right strategies and targets will make it easier to achieve the goals of
academic supervision and ultimately benefit teachers, schools, students and society in
general.
b. Discussion of Program Aspects and Activity Plans
The discussion of program aspects and academic supervision activity plans based
on the results of the evaluation of program implementation and activity plans shows that
the average rating is in the very good category. This can be seen from the documentary
evidence regarding the academic supervision program and activity plans that have been
made by the school principals. This is in line with the results of the distributed
questionnaires saying that most of the principals already have academic supervision
programs and schedules.
The principal and the supervisory team formed by the principal have carried out
regular academic supervision. During the COVID-19 pandemic, the program settings and
schedule of activities were slightly different. However, it is still socialized to teachers about
programs and plans for academic supervision activities in schools. The socialization of the
program of activities and the schedule of academic supervision has been carried out very
well by the principals. Likewise, the responsiveness of teachers to programs and plans for
academic supervision activities is generally positive, they become accustomed to preparing
every year for academic supervision requested by the principal or the appointed supervisory
team.
c. Discussion of Work Procedure Aspects
The discussion of aspects of work procedures in academic supervision based on
the evaluation results of these aspects shows a very good category assessment. This has
been done by principals or supervisors in accordance with the steps of procedures and
instructions for implementing academic supervision in stages, namely pre-supervision,
supervision, supervision, reporting and follow-up. In Permendikbud Number 22 of 2016
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concerning Process Standards, it is said that the flow of the academic supervision cycle
includes monitoring, supervision, reporting and follow-up.
Principals should follow work procedures or stages of academic supervision in
accordance with the mandate of the Minister of Education and Culture above, so that the
implementation of academic supervision in the classroom runs comprehensively and
integratively. According to the education supervisor of the Bogor City Private High School,
work procedures can be carried out in three ways, namely: 1) The school supervisor makes
a program for teacher meetings, for example once a month. 2) Educational units that make
coaching programs that expect the presence of school supervisors. 3) The initiative of the
teacher himself who asks the supervisor to carry out academic supervision and clinical
supervision in his class. So, the procedure can be from the supervisor, from the school and
from the teacher himself. These three procedures are in accordance with the efficiency
criteria stated by William Dunn (2003: 431), namely how much effort from human
resources is needed to increase the desired results at a certain level of effectiveness.
d. Discussion of Aspects of Organizational Structure
Discussion of aspects of the organizational structure of academic supervision based
on the results of the evaluation of these aspects can be classified in the assessment of the
sufficient category. This is because the principal and the supervisory team do not yet have
a clear organizational structure for academic supervision. academic to the supervisory
team. This becomes a difficult task if the principal has to do it himself. Previous research
has recommended principals to delegate academic supervision tasks to the appointed
supervisory team.
Benefits of organizational structure in academic supervision so that the
implementation of academic supervision runs smoothly in accordance with the description
of duties and responsibilities. The form of the organizational structure of academic
supervision remains the responsibility of the principal, then the principal can appoint
several teachers who can be used as supervisory teams to assist the principal's duties. This
team consists of the vice principal in the curriculum field, teachers in certain fields of study
and senior teachers. In order to reward the head of the appointed teachers, the principal can
issue a Letter of Assignment to the supervisory team.
Furthermore, the supervisory team formed by the principal can divide the tasks
among them according to their field. The team is also required to report the results of
academic supervision to the principal for follow-up. The existence of delegation of
academic supervision tasks to appointed teachers, greatly assists the principal's task in
academic supervision. Delegation of tasks to certain teachers to carry out academic
supervision needs to be continued, considering that there are so many other duties of the
principal. In addition, the principal gives trust to the appointed teachers to help him. On the
other hand, academic supervision carried out by peers is more effective because they are
the same teacher and no one feels they know better or can learn from each other.
e. Discussion of Human Resources Aspects
Based on the results of the evaluation of aspects of human resources in academic
supervision, this aspect is categorized as good. This is in accordance with the availability
of qualified human resources in private high school schools in Bogor City. The school
already has professional educators in carrying out academic supervision tasks. In Law
number 14 of 2005 concerning Teachers and Lecturers articles 8-9 it is stated that teachers
are required to have academic qualifications, competence, educator certification, physically
and mentally healthy, and have the ability to realize national education goals. The
qualification in question is obtaining an undergraduate higher education (S1) or a four-
diploma program (D4). Almost all private high school teachers in Bogor City have met the
academic qualifications mandated by the law. Likewise, the qualifications of the principals
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of Bogor City private high schools are all at least undergraduate (S1) and some have
Masters (S2). It's just that some of the principals have non-educational backgrounds. Thus,
according to the questionnaire distributed to the teachers, it was stated that almost all the
principals and teachers of the Bogor City Private High Schools had professional human
resources for academic supervision. This is different from the initial survey which saw
problems in human resources in academic supervision.
Thus, the human resources of educators and principals of Bogor City Private High
Schools have fulfilled the mandate of the legislation regarding academic qualifications.
This is in accordance with the efficiency criteria in W. Dunn (2003:432), namely the school
has invested quality human resources to realize the results of academic supervision.
f. Budget Aspect Discussion
The discussion of aspects of the academic supervision budget based on the results
of the evaluation of these aspects is classified in the average assessment category of less.
This is because most school principals have not made a special budget for academic
supervision purposes. Even though it is very clear that the implementation of the academic
supervision program costs money. Budget is one of the resources in management that
supports the success of a program. According to the Superintendent of the Bogor City
Education Office, financing is one of the ways to improve services to the respective target
schools. It is hoped that the government will meet the needs of supervisors in carrying out
their supervisory duties in their target schools.
The school principal and the Head of the Bogor City Education Office in the future
need to make a budget for the implementation and supervision of academic supervision in
their area. The existence of a special budget will facilitate the implementation of academic
supervision activities. Even the existence of a budget can motivate teachers and supervisory
teams in developing more creative and interesting academic supervision. If necessary in
the future, principals and supervisors can give bonuses or awards to teachers who have
carried out academic supervision well and these awards can be used as one of the
motivations and instruments in assessing the performance of teachers. This aspect of
financing is part of the evaluation criteria of resources that focus on efficiency (William
Dunn, 2003: 433), namely how much money has been spent for academic supervision
purposes to improve the professionalism of students. educator?
g. Discussion of Cooperation Aspects with Stakeholders
Discussion of aspects of cooperation with stakeholders based on the results of the
evaluation of these aspects shows an average rating of good category. This can be seen
from the evaluation criteria, namely establishing good and mutual cooperation with
stakeholders. The principal has collaborated with various other institutions such as
universities, education offices, parents and campus research institutes, English language
institutes, computer institutes, etc. It's just that not all of these institutions are directly
related to academic supervision, but more cooperation in developing various skills and
promotion to higher education.
The closest collaboration is the Supervisor of the Bogor City High School
Education Office, namely direct supervision of the implementation of academic
supervision in private schools. The West Java Provincial Education Office has established
the Bogor City Region 2 Education Supervisor who is tasked with overseeing private and
public high schools in Bogor City, Bogor Regency and Depok City. The supervisory
structure of academic supervision in Bogor City has been running well, where each
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supervisor is divided into several school units that are their respective mentors. From
interviews with the supervisors of the Bogor City High School Education Office, it is
known that each supervisor has prepared programs, visits, coaching and training for high
school teachers, academic supervision in certain classes and the implementation of
supervision from the Education Office is also running smoothly.
h. Discussion of Facilities and Infrastructure Aspects
The discussion of aspects of facilities and infrastructure in academic supervision
based on the evaluation results of these aspects shows the average rating is in the good
category. This can be seen from direct observation at the Bogor City Private High School.
In general, the facilities and infrastructure in several high schools in Bogor City are good
and complete. The needs of teachers during online learning have been well facilitated by
the school. Schools have prepared facilities and infrastructure for academic supervision
during the COVID-19 pandemic, making it easier for school principals to carry out
academic supervision through online learning.
The main challenge in academic supervision during the COVID-19 pandemic is
the mastery and use of online learning facilities and infrastructure which still need training.
In some schools, there are still obstacles for senior teachers who are still confused about
mastering online-based digital technology in the learning process. Several schools have
conducted special training to assist senior teachers who are less skilled in using these
facilities and infrastructure. This training activity is very helpful for senior teachers to
present learning according to the needs of students during covid 19.
There are some teachers who use their own recordings while they are teaching and
the recordings are submitted to the principal for input while teaching in class. The use of
video, CCTV, zoom room, google meet and digital data storage will be more in the future.
The criteria for evaluating facilities and infrastructure are part of the resources, namely how
far the efficiency of the use of these facilities and infrastructure supports the expected
results of academic supervision? (William Dunn, 2003:435).
3. Discussion of Process Components
a. Discussion of Monitoring Aspect
The discussion of monitoring aspects in academic supervision is based on the
results of the evaluation of these aspects in the average assessment of the good category.
This can be seen from the evaluation criteria concerning evidence of teacher administration
and administrative checks by the principal or the team appointed for academic supervision.
In this monitoring, calls have been made to teachers who will be supervised, this call is
important for dialogue regarding teacher administration preparation, teacher needs, subject
matter, class activity plans, learning methods and media and learning evaluation. In the
discussion, it is hoped that there will be a common perception between the teacher and the
supervisor team so that the preparation for academic supervision is known to both parties.
Pre-supervision monitoring is essential because it involves the preparation of
learning, seeing the suitability of basic competencies with indicators and learning materials.
If there is a discrepancy between the lesson plans and the learning materials, the teacher
still has time to correct it, including receiving input from the principal and the supervisory
team. According to several principals from this pre-supervision, they can already assess
how a teacher makes plans and preparations for teaching, including the learning steps, the
methods used and the assessments that will be made by the teacher during the learning
process.
Monitoring teacher administration prior to the implementation of academic
supervision is an opportunity for the principal or supervisor team to convey input and ideas
from both parties, so that the supervisor has an idea what the teacher will do in academic
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supervision. Administrative monitoring is also a means of information to determine the
preparation of teachers in preparing lesson plans. The principal or the supervisor team will
know that the lesson plans are made by the teacher themselves or copy and paste from other
sources.
The principal or supervisor team provides several notes to the teacher who will be
supervised and at the same time underlines the input from academic supervision. After that,
these notes are useful for comparing teacher preparation with the implementation of
supervision in the classroom so that joint evaluation with the teacher concerned is more
useful. This monitoring aspect is part of the guidance of the principal or supervisor team to
the teacher concerned.
From the results of the questionnaire evaluation, the obstacles faced by the teachers
were the principal and the supervisory team did not assist the teachers in preparing learning
administration. The principal or the team assumes that the teachers have been able to
arrange teacher administration. Meanwhile, there are new teachers who are still reluctant
to ask questions and senior teachers are still using the old way of arranging learning
administration. Therefore, it is better for the principal and the supervisory team to provide
themselves and time to assist teachers in preparing learning administration, especially for
new teachers who are still confused.
b. Discussion of Implementation Aspects
The discussion of aspects of the implementation of academic supervision based on
the evaluation results of these aspects is included in the category of fairly good assessment.
This is evidenced by the lack of compatibility between the preparation of learning materials
and the implementation of learning. This discrepancy is also caused by the online learning
process, where teachers prepare lesson plans for face-to-face learning, but in practice online
learning. In addition, the teachers feel that the principal and the supervisory team that have
been formed have not carried out academic supervision during the covid 19 period.
Academic supervision during the pandemic period is carried out online and the supervisor
team follows the online learning process. So the implementation of academic supervision
during the COVID-19 pandemic was slightly disrupted and there was no academic
supervision assessment instrument for online learning. Even if there is academic
supervision carried out by the school principal or the appointed team, they will still follow
the instruments in the face-to-face period. Another obstacle comes from senior teachers
who do not understand how to prepare for online learning, they have to learn more about
using applications such as zoom, google meet and so on. Several schools have provided
training or tutorials for these senior teachers. Tutorials can be done by young teachers who
understand that.
Another obstacle to the implementation of academic supervision is the inaccuracy
of the schedule with its implementation. This is due to the busyness of the principal himself
who often has sudden assignments so that academic supervision cannot be carried out on
time. This is also in accordance with the results of the research journal Suryani (2015) in
the Implementation of Educational Supervision in Improving the Learning Process at MIN
Banda Aceh City (Jurnal Scientific Dikdaktika Vol 16, No. 1) which says that the obstacles
experienced by school principals are often overlapping activities that must be carried out.
This is done by the principal at the same time as the academic supervision schedule. To
overcome this, the delegation of the principal's duties to the designated teacher or team of
teachers can assist the principal in carrying out academic supervision.
c. Discussion on Monitoring and Evaluation Aspects
Discussion of aspects of supervision and evaluation of academic supervision based
on the results of the evaluation of these aspects can be included in the sufficient category.
This is in accordance with the evaluation criteria, namely the absence of compatibility
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between planning and implementing academic supervision. Learning plans are made for
normal situations, but the implementation is carried out during the covid 19 pandemic.
Likewise, the suitability of face-to-face lesson plans with online implementation is slightly
different.
Supervision from private high school educational foundations is also less involved
in academic supervision. According to the foundation staff, that the implementation of
academic supervision in school units is left entirely to the principal. The foundation only
receives reports on the implementation of the principal's program of activities at the end of
the year and this includes academic supervision programs.
Instead, the role of the Bogor City Senior High School Education Office Supervisor
is more active in supervising their respective target schools. This is in accordance with
what the Supervisor of the Bogor City High School Education Office said that they have
programs, namely: from supervisors, from schools and from teachers themselves.
Principals and supervisors coordinate with each other for this task.
Joint supervision and evaluation is carried out after the implementation of the
supervision Academic completion is by calling back the teacher who has been supervised
to make a joint evaluation. In this evaluation the supervisor can provide input and guidance
to the teacher concerned. This evaluation is also a note to be followed up by the teacher so
that future academic supervision will be better. The supervisor can convey the results of
the experience during academic supervision in the classroom to the teacher concerned. This
evaluation looks at the advantages and positive things that have been going on, as well as
shortcomings that need to be considered in the future. Teachers are also given the
opportunity to clarify to the supervisor if there are things that are not clear to him or follow
up in the future. Furthermore, notes during observations and results of academic
supervision are collected in the form of performance appraisal reports for school principals.
d. Discussion of Reporting Aspects
The discussion of reporting aspects based on the evaluation results of these aspects
is included in the average assessment of the good category. This is evidenced by the
existence of documents or reports made by the principal which is then sent to the education
office and per stay at school. This report is even better when analyzed so that it is
meaningful for future improvements. Through this report, it is known the actual level of
professionalism of the educators at the school, because in this report there is an assessment
instrument about the teacher. The assessment instrument provides an overview to the
supervisor about the teacher being supervised.
Reports on the results of academic supervision are also required by schools for
school accreditation purposes. Principals are often asked by assessors for physical evidence
that they have carried out academic supervision at their schools. Reports as a form of
control in education management in schools. Supervision results are also submitted to the
supervisor of the local education office. This is one of the responsibilities of private school
educational institutions to the local education office. Actually, the academic supervision
report from the school to the local education office can be used as a reference for the office
to supervise and guide teachers from that school.
Reports are important in academic supervision because program evaluation reports
are used for school internal and external purposes. This is emphasized by Gard (2004:179)
that program evaluation is used for several purposes, including: maintaining
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quality, identifying obstacles, bridging program improvements and providing data for
reports to related parties such as the National Accreditation Board, Foundations, Education
Offices, etc.
e. Discussion of Follow-up Aspects
Discussion of the follow-up aspects of academic supervision based on the
evaluation results of these aspects in the average assessment of the good category. This is
evidenced by the type and form of follow-up activities carried out by the principal. The
type of follow-up is in the form of awards and coaching to the teacher concerned. In the
Academic Supervision Guide (2017:8) regarding follow-up, it is said that the results of
follow-up supervision are carried out in the form of: a) strengthening and rewarding
teachers who show performance that meets standards; b) providing opportunities for
teachers to participate in sustainable professional development programs. Meanwhile, the
education office supervisor plans a follow-up program for academic supervision of the
target schools. Follow-up is carried out in two ways: 1) conveying to the principal regarding
the results of the coaching to be followed up and developed; 2) supervisors make their own
follow-up programs for teachers. Follow-up forms include: workshops, training, training,
and discussions, depending on the aspects you want to see and the needs of the teachers.
4. Product Component Discussion
The discussion of product components of academic supervision at the Bogor City
Private High School includes: 1) aspects of achievement of results; 2) aspects of the
benefits of program implementation; 3) aspects of the impact of program implementation.
The discussion of the three aspects above is described in the description below.
a. Discussion of Aspects of Achievement of Results
The discussion of aspects of achieving academic supervision results based on the
evaluation results of these aspects is included in the average assessment of the poor
category. This is based on the criteria that the results of the program implementation have
not been maximized. Several school principals revealed that the achievement of academic
supervision results was still far from what was expected, especially during the covid 19
pandemic. The same thing was felt by Bogor City private high school teachers, who said
the results were still not optimal because during the covid 19 pandemic they were faced
with challenges. new ones, namely online learning and online academic supervision. They
are poorly prepared to face online academic supervision.
According to the supervisor of the Bogor City Education Office, the results vary,
depending on the school. If school Routinely carry out coaching, the results will be better,
if schools are less routine or less appreciative of supervisory activities, then teachers have
less impact on coaching. This depends between the principal and the supervisor, the
principal gives time and opportunity to the supervisor.
b. Discussion on the Benefit Aspects of Program Implementation
The discussion of aspects of the benefits of implementing the program based on
the results of the evaluation of these aspects is included in the average assessment of the
good category. This is evidenced from the answer to the questionnaire which states that
academic supervision is very effective in providing benefits for schools and teachers. For
teachers, academic supervision is a means to develop themselves and improve
professionalism in providing services to students. With academic supervision, teachers feel
there is a renewal and change in the learning process in the classroom and they are ready
to receive better input and follow-up.
For school principals, the benefits of implementing an academic supervision
program are to improve school quality in maintaining school accreditation. In addition,
indirectly if the teacher is professional in learning in the classroom, it will make learning
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in the classroom more fun. Academic supervision is also useful for controlling the learning
system in order to achieve national education goals.
The benefits of academic supervision must also reach stakeholders so that they can
fully support the implementation of academic supervision in schools. And finally the
benefits of academic supervision reach the community where the community entrusts the
school to educate their children. According to William Dunn (2003:436) the criterion of
accuracy is one way to analyze the benefits of policy outcomes. That the academic
supervision program is really beneficial for the community, especially the target group.
This accuracy refers to the value and value of the objectives of the academic supervision
program.
c. Discussion on the Impact of Academic Supervision
The discussion on the impact of academic supervision refers to the results of the
evaluation of these aspects, so it is included in the average assessment of the very good
category. This is evidenced from the questionnaire which states that supervision always has
a positive impact on teachers, principals, students and institutions. The impact and change
experienced by teachers after being under academic supervision for so long is that they are
increasingly open and creative in planning and implementing classroom learning.
Educators are more confident in teaching in the classroom and they are better prepared for
academic supervision.
The indirect impact experienced by teachers is to assist teachers in teacher
certification so as to increase their welfare. The success of certification also presupposes a
professional teacher in carrying out his duties. Principals, teachers and institutions feel the
impact of changes after academic supervision, especially in coaching and training for
teachers in schools. Teachers are increasingly open to the development of science and
technology. The most obvious impact during the covid 19 pandemic, teachers have been
struggling for online learning, which they never imagined. The teachers also feel that the
implementation of academic supervision is in accordance with the goals and objectives set
by the school and has been going well so far.
CONCLUSION
Based on the results of research and discussion on the implementation of the
academic supervision program at the Bogor City Private High School using the CIPP
model, the following conclusions can be drawn:
1. Context Component Conclusion
Based on the results of research and discussion of these components, it can be
concluded as follows:
a. The principal's understanding of policies regarding academic supervision is
very good. The implementation of academic supervision at private high schools
in Bogor City is in accordance with education policies, especially
Permendikbud No. 6 of 2018 concerning Assignment of Teachers as Principals.
b. The principal has clearly defined the goals of academic supervision and the
teachers of the Bogor City Private High Schools have understood this goal well,
namely to improve the professionalism of teachers in schools.
c. The principal has made a good teacher needs analysis in carrying out academic
supervision at private high schools in Bogor City.
d. The target of academic supervision is very clear, namely for all teachers without
exception. The principal also involves teachers in determining the goals and
objectives of academic supervision at private high schools in Bogor City.
Thus, the conclusion of the context component regarding the implementation of
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academic supervision at the private high school in Bogor City has gone well in
accordance with the policies, needs, goals and objectives to be achieved.
2. Input Component Conclusion
Based on the results of research and discussion of input components, it can be
concluded as follows:
a. The implementation of academic supervision has followed the strategy and
targets, program and activity plans, procedures, activity plans, structures,
resources, and collaboration with stakeholders.
b. The principal does not delegate academic supervision tasks to the supervisory
team or appointed senior teacher.
c. During the COVID-19 pandemic, program planning and activities as well as
work procedures were disrupted and the school has tried hard to adapt it.
d. Funding for academic supervision has not been specifically budgeted for by the
principal or the supervisor of the Bogor City Education Office.
3. Process Component Conclusion
Based on the results of research and discussion of process components, it can be
concluded as follows:
a. The implementation of academic supervision has been running in accordance with the
stages of academic supervision, namely monitoring in the form of checking teacher
administration and conducting pre-supervision, implementation of supervision in
class and online, monitoring and evaluation, reporting and follow-up.
b. The implementation of online academic supervision is felt by the principal or
supervisory team to be less effective and unfamiliar, even the supervisory team and
supervised teachers are less focused on carrying out academic supervision. Teachers'
skills in teaching online are still limited and the internet network is also an obstacle.
c. Assessment in the academic supervision instrument has not been adapted to online
learning. Not all schools are ready to carry out online academic supervision due to
limited skills, and many schedule changes during the COVID-19 pandemic.
d. The assistance of the principal and the supervisory team for teachers in preparing the
administration of academic supervision is still not experienced by the Bogor City
Private High School teachers.
e. Not all school principals have made academic supervision reports, although it is
important for follow-up programs, teacher performance assessments and school
accreditation.
f. Follow-up programs are carried out to improve and answer the needs of teachers for
a moment, but do not develop teacher professionalism in a sustainable manner.
g. Many principals focus more on providing training and seminars to improve teacher
skills. Unfortunately, the principal does not give appreciation to teachers who have
carried out academic supervision optimally as a form of appreciation.
4. Product Component Conclusion
Based on the results of research and discussion of product components, it can be
concluded as follows:
a. The achievement of the results of academic supervision felt by the principal and
teachers has not been maximized. This is due to a mismatch between what is prepared
by the teacher (RPP) for face-to-face use for online learning lesson plans.
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b. The benefits of academic supervision have been experienced and felt by teachers and
principals and students.
c. Academic supervision has had a positive impact on teachers, principals and
institutions, namely teachers are more professional in teaching, principals are more
skilled in providing teacher performance assessments and school institutions are
increasingly qualified in the learning process and control of education management.
d. Finally, there is a match between the goals and objectives set in academic
supervision. Graduates produced by private schools are increasingly able to compete
with public schools to enter state universities.
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