PENGARUH SUPERVISI PENGAJARAN DAN MOTIVASI BERPRESTASI TERHADAP KEMAMPUAN GURU DALAM MENGELOLA PROSES BELAJAR MENGAJAR PADA GURU SEKOLAH DASAR GUGUS IV DI KECAMATAN TABANAN

Abstract

ABSTRAK

Penelitian ini bertujuan menganalisis dan mendeskripsikan pengaruh supervisi pengajaran terhadap kemampuan guru mengelola proses belajar mengajar, pada guru yang memiliki motivasi berprestasi tinggi dan rendah, dan interaksi antara supervisi pengajaran dan motivasi berprestasi guru terhadap kemampuan guru mengelola proses belajar mengajar pada guru sekolah dasar  gugus IV di Kecamatan Tabanan. Rancangan eksperimen yang digunakan adalah pre tes tand  post test  control group design. Penelian melibatkan semua guru sekolah dasar gugus IV di kecamatan Tabanan tahun pelajaran 2008/2009 yang berjumlah 84 orang.. Data dianalisis dengan analisis varians dua jalur. Hasilnya menunjukkan bahwa ada pengaruh supervisi pengajaran terhadap kemampuan guru dalam mengelola proses belajar mengajar pada guru yang memiliki motivasi berprestasi tinggi dan rendah serta ada interaksi antara supervisi pengajaran dan motivasi berprestasi terhadap kemampuan guru dalam mengelola proses belajar mengajar

Kata kunci: supervisi pengajaran non direktif, supervisi pengajaran direktif, motivasi berprestasi dan kemampuan guru dalam mengelola proses belajar mengajar

ABSTRACTS

THE EFFECT OF  INSTRUCTIONAL  SUPERVISION AND ACHIEVEMENT MOTIVATION UPON PRIMARY SCHOOL TEACHER’S ABILITY IN MANAGING THE INSTRUCTIONAL PROCESS IN GROUP IV

IN TABANAN DISTRICT

.

This study aimed at analyzing and describing the effect of instructional supervision upon teacher’s ability in managing instructional process, at teachers with a high motivation and those with a low motivation, and interaction effect between instructional  supervision and teacher’s achievement motivation upon teacher’s ability in managing the instructional process in the primary school teachers in Group IV in Tabanan district. This study belonged to an experimental research with Pre-Test and Post-Test Control  Group Design. All of the 84  teachers in Group IV in Tabanan district in the school year 2008/2009 were used as the sample in this study. The data were then analyzed by two-way Analysis of Variance. The results  showed  there was an effect of instructional  supervision upon teacher’s ability in managing the instructional process, at teachers with a high motivation and a low motivation, and there was an interaction effect  between instructional  supervision and achievement motivation  upon teacher’s ability in managing the instructional process.

Key words: nondirective instructional supervision, directive instructional supervision, achievement motivation and teacher’s ability in managing instructional process