Implementation of Class Visit Supervision Activities as an Effort to Improve Teachers' Capabilities in Assessing Student Learning Outcomes at MTs Al Khairaat Ambunu

Abstract

The aim of supervision is to develop a conducive and better climate in learning activities, through coaching and improving the teaching profession. In other words, the aim of teaching supervision is to help and make it easy for teachers to learn to improve their abilities in order to realize students' learning goals. Therefore, the aim of this research is to determine the ability of teachers at MTs Al Khairaat Ambunu to carry out learning outcomes assessment activities through the implementation of class visit supervision activities. The research method used is classroom action research. The research subjects were 6 teachers consisting of 2 subject teachers in class VII, 2 subject teachers in class VIII, and 2 subject teachers in class IX MTs Al Kairaat Ambunu. Meanwhile, the object of research is increasing the teacher's ability to carry out learning outcomes assessment activities. The research procedures carried out are based on each cycle, namely planning, implementation, observation, and reflection. Types of data and data collection techniques use qualitative and quantitative data, where qualitative data is collected through observation and documentation. Meanwhile, quantitative data is collected through tests at the end of each cycle. Meanwhile, data analysis techniques use data reduction techniques, data presentation, and drawing conclusions. Data analysis techniques, namely qualitative and quantitative data analysis. The implementation of classroom visit supervision has proven to be able to improve teachers' abilities in assessing student learning outcomes at MTsAl Khairaat Ambunu, even semester of the 2022/2023 academic year, as marked by teachers showing seriousness in understanding and implementing learning outcomes assessment activities. This can be proven from the results of observations which show that there is an increase in the teacher's ability to carry out learning outcomes assessment activities from cycle to cycle. In the first cycle, the average classical achievement score was 48.80 in the LESS category, increasing to 73.61 in the enough category, and in the last cycle it became 92.87 in the good category, and individually in the initial condition, there were no 6 teachers yet. which reached the good category. However, in cycle I there were already 2 people, or 33.33% who reached the good category and this increased to 100% or 6 teachers in cycle II.