Supervision of Physical Education teacher competence: A contextual approach to planning, objectives, instruments, and scheduling
Abstract
This study explored the supervision of Physical Education (PE) teacher competence through a contextual approach using the CIPP model (Context, Input, Process, and Product). It also examined the implementation of supervision carried out by school principals at several junior high schools in Bima City, with a focus on planning, program objectives, the instruments used, and the schedule for conducting supervision. Through interviews with PE teachers at several junior high schools, it was found that the supervision planning was done collaboratively, program objectives were aligned with the school’s vision, supervision instruments had undergone significant development, and the supervision schedule was designed with flexibility and teachers' needs in mind. The research results showed that a systematic approach to supervision not only improves teacher competence but also enhances the quality of education at the school. The contextual approach was applied to ensure that the supervision program aligns with the field's needs and situation, thereby achieving optimal results. The findings of this study are expected to contribute to the development of more effective supervision practices, tailored to improve PE teachers' competencies at various levels of education.
Downloads
-
Abstract253
-
PDF213
References
Adellia, Y., & Prajawinanti, A. (2021). Implementasi model evaluasi cipp pada pelaksanaan program kelompok belajar TBM Leshutama era pandemi covid-19. Pustaka Karya Jurnal Ilmiah Ilmu Perpustakaan Dan Informasi, 9(2), 71-83. https://doi.org/10.18592/pk.v9i2.5516
Altun, B., & Yengin Sarkaya, P. (2020). The actors of teacher supervision. Journal of Human Sciences, 17(1), 284-303. https://doi.org/10.14687/jhs.v17i1.5880
Amalia, L., & Saraswati, T. (2018). The Impact of Competencies toward Teacher’s Performance Moderated by the Certification in Indonesia. KnE Social Sciences, 3(10), 96-98. https://doi.org/10.18502/kss.v3i10.3363
Ani Hastuti, T., Soegiyanto, Suherman, W. S., Rahayu, S., & Utami, N. S. (2022). Improving the pedagogic competence of physical education teachers. Cakrawala Pendidikan, 41(2), 377–387. https://doi.org/10.21831/cp.v41i2.48231
Anwar, M. H., Rachman, H. A., Purwanto, J., & Sudardiyono, S. (2020). Contributions of physical education teachers’ competences to students’ learning achievements. Jurnal Keolahragaan, 8(1), 32–41. https://doi.org/10.21831/jk.v8i1.30769
Aprilianto, D., Raharjo, B. B., & Nasuka, N. (2022). The Role of Physical Education, Sports, and Health Subject Teacher Deliberations for Junior High Schools in Bandar Lampung City in Supporting Teacher Competence. Journal of Physical Education and Sports, 11(2), 282–290. https://doi.org/10.15294/jpes.v11i2.67986
Arifai, A., Nugroho, R. A., & Sina, I. (2023). Evaluasi Kompetensi Guru Pendidikan Jasmani Di Kota Metro Lampung. Sport Science and Education Journal, 4(1), 1-13.
Azizah, W., Mappincara, A., & Nurochmah, A. (2023). Pelaksanaan Supervisi Pengajaran Di Sekolah Menengah Atas. Jurnal Ilmiah Pendidikan Dan Pembelajaran, 2(2), 101-107. https://doi.org/10.26858/edustudent.v2i2.39317
Babadi, F., Esfandiari, M., & Cheraghi, M. (2024). Evaluating the dentistry program in Iran using the context, input, process, and product (CIPP) model: a comprehensive analysis. Frontiers in Medicine, 11, 1–6. https://doi.org/10.3389/fmed.2024.1394395
Barber, W., Walters, W., Chartier, P., & Temertzoglou, C. (2022). Examining self-Confidence and self-Perceived competence in Canadian pre-service teachers (PSTs): the role of biographies in physical education teacher education (PETE). Sport, Education and Society, 27(3), 347–360. https://doi.org/10.1080/13573322.2020.1844649
Baumgartner, M. (2022). Professional competence(s) of physiccal education teachers: terms, traditions, modelling and perspectives. German Journal of Exercise and Sport Research, 52(4), 550–557. https://doi.org/10.1007/s12662-022-00840-z
Choompunuch, B., Kamdee, K., & Taksino, P. (2024). Exploring the Components of Multicultural Competence among Pre-Service Teacher Students in Thailand : An Approach Utilizing Confirmatory Factor Analysis. European Journal of Investigation in Health Psychology and Education, 14, 2476–2490. https://doi.org/10.3390/ejihpe14090164
Diachuk, O. (2024). Development of digital competence of teachers in vocational education institutions. Scientia et Societus, 3(1), 77–91. https://doi.org/10.69587/ss/1.2024.77
Enright, E., & Wieczorek, D. (2021). Advancing a Democratic Pedagogy and Supervision Framework: An Illustrative Case of Teacher Questioning in Secondary Mathematics Instruction. Journal of Educational Supervision, 4(3), 1-31. https://doi.org/10.31045/jes.4.3.4
Haddar, G. Al., Saputri, D. Y., & M, C. H. (2024). Application of Educational Technology and Teachers ’ Competence in Improving Teaching Effectiveness in Islamic Education Curriculum in Madrasah Aliyah in Indonesia. The Eastasouth Journal of Learning and Educations, 2(02), 84–96. https://doi.org/10.58812/esle.v2i02
Hasudungan, A. N., Suboh, A. S., & Nababan, S. A. (2024). Urgency of Evaluation of Sekolah Penggerak Program Through the Cipp Model (Context, Input, Process, Product): A Critical Study. Education & Learning, 4(1), 23–32. https://doi.org/10.57251/el.v4i1.1288
Indrianto, N., & Nurdin, A. (2024). Evaluation of Primary School Inclusive Education Curriculum Based on Context, Input, Process, and Product (CIPP) Model. Journal of Islamic Education, 8(2), 409–420.
Kangalgil, M., & Ozgul, F. (2018). Investigations on participation and ownership of special field competences of physical education and sport teacher candidates. Pamukkale Journal of Sport Sciences, 9(2), 44–53.
Kasa, M. D., Mahmood, M. H. H., Yaakob, M. F. M., Yusof, M. R., Omar-Fauzee, M. S., Khun-Inkeeree, H., & Sofian, F. N. R. M. (2020). The morale of supervision: The impact of technical supervision skills of teaching and learning on teachers’ self-efficacy. In International Journal of Criminology and Sociology, 9, 335-349. https://doi.org/10.6000/1929-4409.2020.09.32
Khalid, M. S., & Sheikh, T. M. (2024). Using CIPP Model to Evaluate Online Teacher Training Programme for Single National Curriculum, 2021. International Research Journal of Management and Social Sciences, 5(1), 144–160.
Khun-Inkeeree, H., Mahmood, M. H. H., Haji-Mohd-Noor, S. S., Kasa, M. D., Yaakob, M. F. M., Omar-Fauzee, M. S., & Sofian, F. N. R. M. (2020). Increasing teachers’ self-efficacy through regular teaching and learning supervision. Universal Journal of Educational Research, 8(7), 3002-3013. https://doi.org/10.13189/ujer.2020.080729
Laxdal, A., Johannsson, E., & Giske, R. (2020). The Role of Perceived Competence in Determining Teacher Support in Upper Secondary School Physical Education. The Physical Educator, 77(2), 384–403. https://doi.org/10.18666/tpe-2020-v77-i2-9606
Lisliana, L., Fitria, H., & Rohana, R. (2020). The Implementation of Class Supervision and Its Positive Impact. Journal of Social Work and Science Education, 1(2), 146-160 https://doi.org/10.52690/jswse.v1i2.43
Lohmann, J., Breithecker, J., Ohl, U., Gieß-Stüber, P., & Brandl-Bredenbeck, H. P. (2021). Teachers’ professional action competence in education for sustainable development: A systematic review from the perspective of physical education. Sustainability, 13(23), 1–26. https://doi.org/10.3390/su132313343
Norhagen, S. L., Krumsvik, R. J., & Røkenes, F. M. (2024). Developing professional digital competence in Norwegian teacher education: a scoping review. Frontiers in Education, 9, 1–25. https://doi.org/10.3389/feduc.2024.1363529
Priyasmimana, P., Habib, B. I., & Haenilah, E. Y. (2022). The Influence of Teacher Competence and Academic Supervision by Principals on Teacher Performance. PPSDP International Journal of Education, 1(2):230-239. https://doi.org/10.59175/pijed.v1i2.20
Putra, B. A., Soeprijanto, & Daryanto. (2024). Evaluation of the Utilization of the Learning Management System (LMS) Using the CIPP Model. Global Synthesis in Education Journal, 1(3), 19–27. https://doi.org/10.61667/dp8q3757
Ratnaya, G., Indriaswuri, R., Widayanthi, D. G. C., Atmaja, M. P. D., & Dalem, D. P. (2021). CIPP Evaluation Model for Vocational Education: A Critical Review. Forgiveness and Social Support, 4, 73–82. https://doi.org/10.31219/osf.io/bt3wr
Rizal, F., Verawardina, U., Nadawina, N., Sutadji, E., Kuntadi, I., & Nawi, M. N. M. (2023). Optimization of CIPP Evaluation Model as an Escalation of Educational-Industrial Collaboration Program. Paper Asia, 39(6), 106–115. https://doi.org/10.59953/paperasia.v39i6(b).44
Rusdiyani, I., & Kholidah, L. N. (2023). Implementation Of Supervision And Self-Evaluation Of Schools With Performance Of Teachers. Journal of Namibian Studies: History Politics Culture, 33, 1168–1187.
Saparudin, Y. (2021). Supervisi Akademik Untuk Meningkatkan Kemampuan Guru Membuat Penilaian Sikap Berbasis Literasi Digital. Jurnal Ilmiah Edukasia, 1(1), 80–91. https://doi.org/10.26877/jie.v1i1.7967
Saputro, I. N., Nurhidayati, A., Suharno, S., Winiawati, C., Yunika, R., & Kusumadevi, M. P. (2023). Evaluation of the Factory Implementation of the CIPP Method in Indonesian Vocational Education. AL-ISHLAH: Jurnal Pendidikan, 15(4), 4972–4982. https://doi.org/10.35445/alishlah.v15i4.3903
Setyadi, F., Hidayatullah, M. F., & Purnama, S. K. (2021). The Evaluation of Physical Health and Sport Education Program at SMA Negeri 2 Ngawi using the CIPP (Context, Input, Process, Product) Evaluation Model. Journal of Humanities and Education Development, 3(6), 66–77. https://doi.org/10.22161/jhed.3.6.8
Shani, M., Tal, P., & Margolin, I. (2024). The Future of Clinical Supervision in Teacher Education: From a Single Supervisor to Academia-School Leadership. Teacher Education Advancement Network Journal, 15(1), 78–92.
Shaoying, Y. (2024). Construction and operation of college labor education curriculum evaluation system based on CIPP model. Journal of Education, Humanities and Social Sciences, 27, 581–587. https://doi.org/10.54097/var3zw61
Siljamäki, M. E., & Anttila, E. H. (2021). Developing Future Physical Education Teachers’ Intercultural Competence: The Potential of Intertwinement of Transformative, Embodied, and Critical Approaches. Frontiers in Sports and Active Living, 3, 1–15. https://doi.org/10.3389/fspor.2021.765513
Simpson, P. (2021). Training of Physical Therapists to Deliver Individualized Biopsychosocial Interventions to Treat Musculoskeletal Pain Conditions: A Scoping Review. Physical Therapy, 1(1), 1-12. https://doi.org/10.1093/ptj/pzab188
Soini, A., Watt, A., & Sääkslahti, A. (2021). Finnish pre-service teachers’ perceptions of perceived competence in early childhood physical education. International Journal of Environmental Research and Public Health, 18(12), 1–14. https://doi.org/10.3390/ijerph18126454
Syamsuddin. (2019). Penerapan Supervisi Akademik Untuk Meningkatkan Kinerja Guru. Jurnal Imiah Pendidikan Dan Pembelajaran, 3(2), 1-8. https://doi.org/https://doi.org/10.23887/jipp.v3i2.21164
Thaanyane, M., & Jita, T. (2024). Pre-Service Teachers’ Professional Competence in Integrating ICT in Business Education in Lesotho: A Systematic Literature Review. International Journal of Learning, Teaching and Educational Research, 23(4), 462–475. https://doi.org/10.26803/ijlter.23.4.24
Yan, Y. (2024). Research on Quality Evaluation of Talent Cultivation in Modern Industrial Colleges based on CIPP Model Evaluation of Talent Cultivation by CIPP. Journal of Education and Educational Research, 7(2), 243–247. https://doi.org/10.54097/yx4yn371
Yanık, M. (2020). Preservice Physical Education Teachers’ Perceptions of Competence in Selecting Teaching Techniques: Teacher Training in Turkey. Journal of Educational Issues, 6(1), 253–264. https://doi.org/10.5296/jei.v6i1.16951
Yuan, J., Suwandej, N., & Khan, M. S. (2024). A Teacher Competence Model and Measurement Based on Smart Education. Revista de Gestao Social e Ambiental, 18(1), 1–14. https://doi.org/10.24857/RGSA.V18N1-111
Yuliana, L., Setiawan, J., & Fadli, M. R. (2023). The performance of vocational high school principal’s learning supervision in Indonesia. International Journal of Evaluation and Research in Education, 12(3), 1486-1496. https://doi.org/10.11591/ijere.v12i3.24995
The works and papers that are published in this Journal are subject to the following terms:
1. The Publication Service of the University of Murcia (the publisher) has the Publication Rights (Copyright) to the published papers and works, and favors and permits the reusing of the same under the license indicated in point 2.
© Servicio de Publicaciones, Universidad de Murcia, 2013
2. The papers and works are to be published in the digital edition of the Journal under the license Creative Commons Reconocimiento-No Comercial-Sin Obra Derivada 3.0 España (legal text). The copying, using, spreading, transmitting and publicly displaying of the papers, works or publication are permitted as long as: i) the authors and original sources (Journal, publisher and URL of the publication) are quoted; ii) it is not used for commercial benefit; iii) the existence and specifications of this users license are mentioned.
3. Conditions of Self-Archiving. It is permitted and encouraged that the authors spread electronically the pre-print (before printing) and/or post-print (the revised, evaluated and accepted) versions of their papers or works before their publication since this favors their circulation and early diffusion and therefore can help increase their citation and quotation, and also there reach through the academic community.
The works and papers that are published in this Journal are subject to the following terms:
1. The Publication Service of the University of Murcia (the publisher) has the Publication Rights (Copyright) to the published papers and works, and favors and permits the reusing of the same under the license indicated in point 2.
© Servicio de Publicaciones, Universidad de Murcia, 2013
2. The papers and works are to be published in the digital edition of the Journal under the license Creative Commons Reconocimiento-No Comercial-Sin Obra Derivada 3.0 España (legal text). The copying, using, spreading, transmitting and publicly displaying of the papers, works or publication are permitted as long as: i) the authors and original sources (Journal, publisher and URL of the publication) are quoted; ii) it is not used for commercial benefit; iii) the existence and specifications of this users license are mentioned.
3. Conditions of Self-Archiving. It is permitted and encouraged that the authors spread electronically the pre-print (before printing) and/or post-print (the revised, evaluated and accepted) versions of their papers or works before their publication since this favors their circulation and early diffusion and therefore can help increase their citation and quotation, and also there reach through the academic community.
