PENERAPAN PENDEKATAN KONTEKSTUAL DALAM PEMBELAJARAN PAI OLEH GURU UNTUK MENINGKATKAN PRESTASI BELAJAR SISWA DI SD NEGERI

Abstract

Field findings in this study indicate that the principal’s supervision planning is carried out in a well-planned, systematic, and continuous manner. At this stage, the principal determines the teachers to be observed, sets the observation schedule, prepares the observation instrument guidelines, and decides whether the classroom observation is known to the teacher or not, based on an agreement between the principal and the teacher.

During the observation stage, the principal’s activities do not disrupt the teaching and learning process in the classroom. In fact, at the end of the lesson, the principal provides motivation to students to encourage them to study more diligently. Meanwhile, in the follow-up stage, the results of the supervision are discussed jointly by the teachers and the principal to address shortcomings in the teaching process, with the expectation that teachers can improve in the future.

In addition, teachers demonstrate good performance in the learning process. This can be seen from the preparation of lesson plans that are in accordance with teacher performance standards. In the implementation of learning, teachers are able to master the subject matter well, use a variety of teaching methods, utilize learning media, and provide opportunities for students to participate in evaluation through question and answer sessions. Teachers also conduct evaluations at the end of the lesson by asking several questions to the students.