Al-Ishlah: Jurnal Pendidikan

Vol.15, 3 (September, 2023), pp. 3749-3755

ISSN: 2087-9490 EISSN: 2597-940X, DOI: 10.35445/alishlah.v15i3.3780

Educational Supervision to Improve Teachers’ Learning Quality and

Performance in the New Normal Era
Dety Mulyanti
Universitas Sangga Buana YPKP, Bandung, Indonesia; [email protected]

ARTICLE INFO ABSTRACT

This study aims to discuss the role of individual technical academic
Keywords:
supervision in improving the quality of learning in the "new normal"
Learning; era after the COVID-19 pandemic. The research method used is a
New Normal; qualitative descriptive method involving school principals, teachers,
Supervision; and students at Pelita Nusantara Elementary School. The results
Teacher Performance. showed that individual technical academic supervision was carried
out by the principal through several stages, including planning
supervision by creating programs and instruments using the Google
Article history:
Drive and Google Form applications. Supervision is carried out
Received 2023-04-01 through online class visits, learning observations, and individual talks
Revised 2023-07-04 with teachers. Digital-based supervision provides efficiency in the
Accepted 2023-08-04 supervision process, enabling principals to monitor teacher activities
in various classes without time and place restrictions. However, online
supervision also has weaknesses related to the lack of direct interaction
between supervisors and teachers. Supervision of learning materials is
also an important part of academic supervision, where the school
principal checks and assesses learning device documents, such as
lesson plans, that are in accordance with the new curriculum.
Recommendations for further research include comparative studies on
the effectiveness of various supervision platforms, developing more
interactive supervision platforms, in-depth research on the impact of
technology on supervision, and exploring the implementation of peer-
to-peer supervision. It is hoped that this research can provide guidance
for school principals and educational supervisors in designing
effective supervision programs to improve the quality of teacher
learning in the "new normal" era. In addition, it is hoped that the
results of this research can provide insight and contribution to further
research in the field of education and supervision, so that it can
continue to improve the quality of the education system as a whole.

This is an open-access article under the CC BY-NC-SA license.

Corresponding Author:
Dety Mulyanti
Universitas Sangga Buana YPKP, Bandung, Indonesia; [email protected]

1. INTRODUCTION
Teachers play a crucial role in shaping the quality of education and student performance (wang et
al., 2010). However, in the era of the "new normal" that followed the COVID-19 pandemic, teachers
confront difficult challenges. Changes in curricula, distance learning policies, and the use of technology
in the teaching process necessitate teachers' swift and effective adaptation (Hanafi et al., 2021). In facing
this challenge, educational supervision is crucial to improve the quality and performance of teacher

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learning. Educational supervision is a systematic process that provides constructive feedback and
evaluation of teacher teaching (Giri, 2016). In the "new normal" era, supervision assists teachers in
adapting the curriculum to distance learning or combination learning, making effective use of
technology, and dealing with new challenges as they arise. Through educational supervision, teachers
can be evaluated objectively and get the necessary support and motivation to continue to develop as
professional educators (Lansangan & Gonzales, 2020).
Efforts are being made to raise instructors' level of professionalism, and one strategy is to supervise
their lessons. Sitaasih (2020) argues that principals and supervisors in educational institutions should
approach the execution of instructional supervision with methodical precision. The purpose of these
recommendations is to give educators a road map for performing their jobs successfully and efficiently.
Principals and supervisors typically use observation sheets, which detail areas of teacher and school
performance that could want improvement.
The sector of education has greatly benefited from the tremendous advantages offered by new
technologies. The government is rapidly implementing this technology in the educational sector to
enhance the proximity between government programmes and the community. The website for the
Ministry of National Education (Mahlopi, 2022) has facilitated global access to e-learning, scholarship
information, and various other resources. This plays a crucial role in the process of educating the
inhabitants of the nation.
Numerous studies have examined the significance of educational supervision. Similar to
Ramadhan's (2017) investigation titled The Influence of the Implementation of Academic Supervision
of School Supervisors and Principal Supervision on the Performance of State Vocational School
Teachers in Majene Regency. The findings of this study indicate that the supervision provided by school
supervisors and principals affects the performance of instructors in Majene Regency's vocational high
schools. In addition, Suparliadi's (2021) research titled The Role of Educational Supervision in
Improving the Quality of Education discovered that educational supervision provides convenience and
assists school principals and instructors in reaching their full potential. In a study titled Implementation
of Educational Supervision as a Means of Improving Teacher Performance in Teaching and Learning
Activities, Rohmawati et al. (2023) explain that supervision has a significant impact on performance
improvement. Teacher performance will be exemplary if the teacher demonstrates high loyalty and
dedication to teaching assignments, mastery of and development of learning materials, discipline in
teaching and other tasks, inventiveness in teaching implementation, and collaboration with all school
members.
This study aims to examine the role of educational supervision in improving the quality and
performance of teacher learning in the context of the "new normal" era. The primary objective is to
comprehend how educational supervision may facilitate teachers in adjusting curriculum to remote
learning or combination learning, proficiently incorporating technology into the teaching process, and
managing the difficulties and modifications arising from the COVID-19 pandemic. This study will
focus on the specific features of educational supervision that directly pertain to the role of the teacher
in the learning process during the "new normal" period. These restrictions encompass the tasks of
monitoring and assessing teacher performance, enhancing curriculum and learning methodologies,
and providing supervisory support and encouragement to teachers. This study will not delve into
parts of supervision that are tangentially connected to teacher learning, such as school administration
or human resource management.
It is expected that this study will have a big impact on education in the "new normal" era. By
figuring out what the part of educational supervision is, this research can help authorities, school
principals, and education supervisors come up with effective programs to improve the quality of
teachers' teaching. Teachers will also benefit from this study because they will gain a better
understanding of how important supervision is for their professional growth. The results of this study
can also be used to help guide and inform future research in the fields of education and management,
so that new ideas and information can keep coming out to improve the quality of education as a whole.

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2. METHOD
A descriptive qualitative technique was used to conduct this research in numerous primary
schools in the city of Bandung (Sugiyono, 2016). The informants who became important persons were
school principals, instructors, and elementary school pupils from Pelita Nusantara Elementary School
in Bandung. Data collecting methods include interviewing, observing, and documenting. The purpose
of this study is to examine and document the process of individual technical academic supervision in
the new normal period. Data analysis employs qualitative data analysis, which organizes data, sorts it
into manageable units, synthesizes it, looks for and uncovers patterns, and identifies what is significant
and what can be presented to others (Arikunto, 2014). The study stages are based on theory (Miles and
Hubarman, 2013), with the first stage collecting all data using predetermined data-gathering
methodologies. Data reduction is the second stage. The researcher summarizes or searches for key
points in the data collected. The third stage is data presentation, in which the accumulated data is
displayed methodically. The last stage is drawing conclusions and validating the findings, which are
then described in the form of a report.

3. FINDINGS AND DISCUSSION

The findings of the study into the practical implementation of technical academic supervision
through observation, writing, interviews, and reading. The results inform the development of a
programme and the establishment of instruments for technical academic supervision by the school
director. This academic supervision action aims to raise educators' and students' performance in the
classroom. Since academic supervision duties must accommodate the study schedule and academic
calendar, the timetable is derived from the school's teaching schedule and calendar. As a result, the
academic monitoring schedule is developed according to the school year and the amount of time each
class spends on homework.

3.1 Academic Supervision by the Principal

Teachers can access assessment tools and supervision schedules through the Google Drive app
and fill out the appropriate information using the Google form in preparation for individual
supervision. Instruments such as those used for observation and in the development of strategies for
putting what has been learned into practice also fall under this category. Principals are responsible for
implementing supervision, although they must still adhere to the standards of doing so (Interviews
with the school director).
The principle is responsible for implementing academic supervision, which consists of teacher
teaching planning, teacher teaching implementation, and teacher teaching evaluation. The principal
has devised a variety of different supervision instruments in order to carry out academic supervision.
In addition, in order to make observations, principals of schools often use digital media, such as voice
recorders or webcams. The application of academic supervision should function more smoothly thanks
to the utilization of information technology, which is the primary goal of this strategy. Instruments for
academic monitoring that are tailored to the requirements of the teachers.
At Pelita Nusantara Elementary School, the implementation of overseeing teacher learning plans
is carried out by the school principal. This is done by supervising the administration of teacher learning
tools, including assessing effective lesson plans that refer to the new paradigm curriculum. In addition,
the school principal oversees the assessment of effective lesson plans. The instructor must first upload
any administrative documentation pertaining to the learning devices that will be evaluated before
beginning the assessment process. The principal then evaluates the students according on the criteria
contained in the evaluation tool. It has been shown that using digital media to implement
administrative supervision of teacher learning tools at Pelita Nusantara Elementary School is more
effective than using manual techniques. When this occurs, the instructor is in a position to carry out the
evaluation points mentioned in the supervision instrument in a manner that is both more effective and

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efficient. The principal of the school is able to monitor the administrative completeness of each teacher
individually and can identify any gaps in coverage using the available media. In order to ensure that
administrative shortcomings are used as a reference material in the process of implementing coaching,
particularly in the process of preparing learning administration.
Class visit activities are carried out through online video conferences to oversee the continuous
process of teaching and learning. These activities are timed to align with the instructors' teaching hours,
during which they will be under supervision. Classroom visits were conducted with little noise to
avoid disturbing pupils' concentration. The principal may also scrutinise the teacher's administrative
records. The execution of learning process supervision is governed by a schedule that has been agreed
upon by the principal and the instructor. The primary responsibility of the principal in learning
monitoring is to observe classroom practise. Prior to meeting with their pupils, instructors are advised
to compose comprehensive courses that encompass both introduction and finishing components, based
on insights derived from discussions with the headmaster. By utilising a video call, the principal is
able to observe the entire class through the projector. The principal will communicate the evaluation
results and recommendations for enhancement to the relevant educator.
Following oversight of the instructional process from inception to evaluation. The principal uses
supervision methods to uncover problems, and then provides feedback to teachers in an effort to
improve their competence and professionalism in the classroom. It is hoped that these results would
spark discussion among teachers and school administrators about how to enhance education moving
forward. The results of the supervision of lesson plans provided to instructors serve as improvement
materials for teachers, particularly with regards to the management of learning instruments that are
aligned with the employed curriculum, specifically the new paradigm curriculum.
Online education, as defined by Anugrahana (2021), is characterized by a lack of teacher-student
interaction. Instead, remote education through online learning makes use of a platform that can aid in
both the teaching and learning processes. The goal of expanding access to high-quality educational
resources across a wide network is to broaden the circle of people who can benefit from any one
individual's learning. The term "outside the network" has come to mean "offline," which was originally
a synonym for "disconnected." Being "offline" is the polar opposite of always being "online." Because of
this, offline learning is defined as any form of education that does not require an active internet
connection. In contrast to online learning, which takes place in a networked environment, offline
learning takes place with the use of media such as books, modules, printed instructional materials, and
so on (Marlina, 2020). Offline activities include things like student conferences, which take place in
person rather than online (Fachri, 2020). When students use Microsoft Word to write essays or finish
homework when they don't have access to the internet, they are engaging in an offline activity.
Coaching in the form of educational supervision entails providing direction or instruction with
the goal of bettering the educational environment as a whole and the quality of instruction in particular.
Curcio (2018) argues that supervising the process can help make sure that all the pieces of the desired
educational outcomes and all the processes in the implementation process come together as planned.
In addition to being a management strategy, Suryana (2011) defines supervision as "a sequence of
activities designed to help ensure that the quality that is required throughout the planning,
implementation, and assessment processes is achieved to the greatest extent possible.".
To better prepare students for successful participation in a modern, democratic society,
supervision can also be understood as an ongoing effort to stimulate, coordinate, and guide the
professional development of educators at all levels of the educational system. The principal's
supervision, as described by Mulyasa (2011), consists of:
1. Better learning and teaching environments can be created with the help of supervision;
2. Supervision is a service provided to educators to assist them in their work as educators.
3. Ultimately, the goal of supervision is to help teachers help their students succeed academically;
4. Supervision is a method for bettering classroom instruction through the participation of other
educators;

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5. Supervision is part or aspect of administration, especially regarding efforts to improve teacher

performance to a certain appearance
6. Supervision is a phase or stage in school administration, especially regarding certain expectations
and goals in teaching.
Mulyasa (in Sulistyorini, 2011) states that the purpose of educational supervision is as follows:
1. Facilitating Principals and teachers' comprehension of the true objectives of education and the role
of schools in achieving those objectives.
2. Enhance the capacity of school administrators and educators to prepare students to become better
and more productive members of society.
3. Assisting Principals and Teachers with Critical Diagnosis of Their Activities, Teaching, and
Learning Challenges, and Planning Improvements
4. Increase the awareness of school principals, instructors, and other school members regarding a
democratic and all-encompassing mode of operation, as well as their willingness to assist.
5. Boosting educator zeal and achievement motivation to maximize professional performance
6. Assisting school principals in promoting the growth of educational programs in schools and the
community
7. Protect the person under surveillance from society's unjust and unhealthy criticism.
8. Assist the principal and instructors in evaluating their efforts to foster student creativity and
activity.
9. Develop among instructors a sense of oneness and unity (collegiality).
The principal at Bandung's Pelita Nusantara Elementary School claimed that, even after the Covid-
19 pandemic ended, he would continue to provide academic supervision both online and offline in
order to maximize online learning. Teachers require academic supervision to help them adjust to the
shift from traditional to digital education. He also mentioned that internet-based remote monitoring is
just one of the many technologies currently available for use in supervision. The current limitations of
time and location of supervision, as well as the absence of direct connection between supervisors and
teachers, will be readily surmounted. The effectiveness and efficiency of the virtual-based supervision
model are enhanced by the fact that a supervisor need not be physically present at the school in order
to keep tabs on the target instructor.
With this framework, educators have more leeway to share their goals and opinions on students'
progress with their supervisors outside of formal meetings. A virtual-based supervisor allows a single
administrator to exert authority over multiple classrooms remotely. Many research aimed at bettering
the quality of education could be generated through online talks involving administrators and
educators from different institutions working together. Because this internet-based supervision may be
done at any time, in any place, supervisors and teachers will have more options for how and when to
provide information.

3.2 Individual Academic Supervision

The implementation of individual technical academic supervision allows teachers to be able to
work better and be more focused when carrying out their responsibilities. This is in addition to making
the teaching process more efficient overall. At Pelita Nusantara Elementary School, the methods of
individual supervision that are utilized include techniques such as class visit techniques, class
observation techniques, individual conversations, and discussions regarding the challenges that are
experienced by teachers in relation to the implementation of teaching and learning. In addition, the
principal of Pelita Nusantara Elementary School creates a digitally-based supervision tool by
leveraging the conventional digital media employed there. Because the principal can see directly
assessing the implementation of learning based on assessment components such as tools, methods, and
teacher skills in teaching, and can directly monitor how teachers motivate students in learning, class
visits run more effectively and efficiently now that the assessment instrument is available. This is

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because even though the principal is not present in person, the principal can see directly assessing the
implementation of learning based on assessment components.
According to the Principal of Pelita Nusantara Elementary School, the implementation of online
supervision (during the Covid-19 pandemic) was carried out using the main platform, Zoom because
besides Zoom, other platforms were also used to optimize the teaching and learning processes such as
WhatsApp, Telegram, Zohoo, and others. In the Zoom application, all school residents create an
account to be able to enter the application. Students enter their respective classes as well as the teacher
who teaches in the class. Do not forget that the principal is also included in all classes, this is so that the
principal can directly monitor the implementation of learning. One of the principal's competencies is
to supervise.
Supervision is carried out by the principal or teacher assigned by the principal. This supervisory
team is called a supervisor. The supervisor is in charge of observing learning starting from lesson
planning, and learning implementation (introduction, core, and closing). After observation followed
by reflection. Reflection is carried out by meeting between the teacher and the supervisor. The aim is
to discuss findings in the field and equate perceptions if there are differences of opinion. In the
2022/2023 school year, supervision will be carried out online where supervisors will be involved in the
classes that will be supervised to monitor the implementation of learning activities.
Supervisors can monitor teacher activity in online learning. From these online observations, the
supervisor will know what techniques or applications the teacher uses in learning. Learning is fun or
not can also be known. Learning only gives assignments or not, the supervisor will also know. Teachers
enter online classes when there are teaching hours or not, the supervisor will also know. The teacher
came on time or not can also be known. Whether the teacher ends the lesson on time or not will also be
known. So, if the principal is a member of a class group, he or she will know all of the teacher's work
in that class.
In face-to-face classes, all students and teachers are in one room that can meet face to face during
learning. Thus, the teacher can see directly the students' expressions, can see directly the ongoing
discussion, can see directly the way students speak, and see firsthand the attitudes of students during
learning. Likewise, students can see the teacher directly when teaching in class. In contrast to learning
that is done online.
Supervision of learning devices is an activity carried out by supervisors, in this case the school
principal, to carry out inspections and assessments of learning device documents. In carrying out
inspections and assessments, supervisors use assessment instruments (Suryana, 2011). This is done to
get input about teacher competence in preparing learning tools as documents in preparing learning to
be carried out. Supervised learning tools consist of Educational Calendar; Annual Program; Semester
Program; KKM; Syllabus; RPP; lesson timetable; Daily Agenda; Score list; List of attendees; Teacher
Guidelines; and Handbook.
In actual practice, the supervision of learning devices that take place in face-to-face or offline
learning is different from the supervision of learning devices that take place in online learning.
However, the disparities that do arise are not very principled because the school administrator, in his
capacity as a supervisor, verifies documents as part of the carrying out of this oversight. The distinction
lies in the approach to analyzing the papers on the learning device. Because there has not been an
outbreak of the COVID-19 pandemic, school administrators are permitted to employ the document
checking approach when implementing offline learning. This is because there has not been an outbreak
of the pandemic. For instance, by having teachers in different topic groups engage out tasks such as
document cross-checking with one another. During the present Covid-19 pandemic, it is impossible for
such actions to take place.

4. CONCLUSION
Research on individual technical academic supervision at Pelita Nusantara Elementary School
found that school principals plan supervision by creating supervision programs and instruments in the

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Google Drive and Google Form applications. The goal is to improve teacher performance and quality
learning. Supervision is carried out through online class visits, learning observations, and individual
talks. In addition, the principal also supervises the teacher's learning tools, including the assessment of
lesson plans that are in accordance with the new paradigm curriculum. While online supervision is
efficient, there are downsides to technology and a lack of direct interaction between principals and
teachers. Recommendations for further research include comparative studies, developing supervision
platforms, in-depth research on technology effectiveness, implementing peer-to-peer supervision, and
focusing on improving the learning process. This research is expected to increase the effectiveness and
efficiency of academic supervision in schools.

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