POLA PENGAWAS TK DALAM MENINGKATKAN MUTU PENGELOLAAN PEMBELAJARAN PROJEK PENGUATAN PROFIL PELAJAR PANCASILA (P5) (STUDI KASUS DI TK DOREMI DESA JURUMAPIN KECAMATAN BUER KABUPATEN SUMBAWA)

Abstract

Supervisors play an important role in ensuring the quality of P5 learning management, so to achieve maximum supervision goals, supervisors carry out various effective techniques and strategies to achieve maximum results. Kindergarten supervisory patterns implemented have an impact on improving school quality in managing P5 learning. This research method is qualitative using a phenomenological approach and a case study design. The data collection technique is snowball sampling, namely through (1) in-depth interviews, (2) participant observation and (3) documentation studies. Informants were determined using purposive techniques combined with source triangulation. Data analysis uses interactive analysis techniques from Miles & Hubberman, namely (1) data reduction, (2) presentation and (3) drawing conclusions. The results of this research are as follows (1) the implementation of supervisory duties by kindergarten supervisors is carried out in accordance with procedures and refers to Permen PAN number 16 of 2010 concerning Duties and Functions of School Supervisors, (2) the supervisory pattern includes groups and individuals, for groups it is carried out by means of discussion internal teachers, in house training, workshops, FGDs and learning communities as well as IGTKI, HIMPAUDI and PKG associations/forums, (2) the results of supervisory activities include P5 learning planning documents, P5 implementation documents, P5 assessment documents, and (4) inhibiting factors are competence and qualifications of supervisors, negative mental attitudes of supervisors such as not being open, looking down on teachers, not respecting them, and lack of willingness to learn independently. The conclusions of this research are (1) the implementation of supervisory duties by Doremi Kindergarten supervisors is in accordance with the schedule and procedures in accordance with regulations regarding school supervisors, (2) the supervisory strategy is group and individual, which is carried out in accordance with needs in the field, (3) there is a P5 planning document , implementation, organization and assessment of P5, and (4) inhibiting and supporting factors including internal, namely personal mental attitude, competence, commitment and responsibility. Meanwhile, external factors are policies regarding IKM and P5, supervisor incentives, programs to increase supervisor competency and positive responses from teachers and principals of assisted schools in following up on findings from supervision of P5 learning management.