Improving Teachers Capability in Authentical Assessment Through Clinical Supervision with Peer Coaching Grow Me Appproach

Hanif, Ma’mun and Widodo, Joko and Sutarto, Joko and Wahyono, Wahyono (2018) Improving Teachers Capability in Authentical Assessment Through Clinical Supervision with Peer Coaching Grow Me Appproach. In: The 3rd Global Conference on Business, Management and Entrepreneurship (GCBME) 2018. UPI Bandung, Bandung, pp. 1-8.

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Abstract

Research aims to analvze 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 esting, and model validation. The data collection techniques used were questionnaires, interview, documentation studies, observations, and FGDs. The test validity includes model validation by experts and prantitioners. Qualitative descriptive analysis employed display data reduction, verivication 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 has been categorized as mediocre, theoretical, has not reached practical level. The Model of clinical supervision is very important, as it effectively and efficiently, empahasizes the steps, goals, reality, options what next? i 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.

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