PELAKSANAAN SUPERVISI DIREKTIF, KOLABORATIF, DAN NON DIREKTIF DI SD NEGERI 01 SIMPANG AMPEK

Abstract

The directive guided learning approach is part of development supervision (development supervision). This approach is based on the fact that basically the supervision process is a learning process where supervision takes the role of the teacher, in the sense that the supervisor acts as a teacher, and the teacher as a student from a learning relationship with others who are learning. The point is that this approach should examine the important elements in the later development stages teachers use in relationship building and the supervisory approach, in which supervisors work closely with teachers. This is done, because there are differences in the characteristics of the lesson (teacher). These different characteristics are closely related to two important elements of the effectiveness of teacher professionalism in carrying out their duties, namely commitment and ability to think abstractly. Supervision of this development approach does not look at each approach (directive, collaborative, and non-directive) independently a and-separated approach; it's something whole on a continuum. Supervision was developed from directives so that non-directives were achieved and at the same time also taught teachers.