Implementasi Supervisi Pembelajaran di Sekolah Dasar: Studi Kasus Komparatif Empat Sekolah di Kota dan Kabupaten Malang

Afnani Thoyibah; Maisyaroh Maisyaroh; Ahmad Nurabadi

doi:10.71094/vkj.v3i4.171

Authors

Afnani Thoyibah Program Studi Kebidanan, Poltekkes Kemenkes Malang, Indonesia
Maisyaroh Program Studi Manajemen Pendidikan, Universitas Negeri Malang, Indonesia
Ahmad Nurabadi Program Studi Manajemen Pendidikan, Universitas Negeri Malang, Indonesia

DOI:

https://doi.org/10.71094/vkj.v3i4.171

Keywords:

Learning Supervision, Collegial Supervision, Professional Learning Community

Abstract

This study aims to explore, compare, and analyze the implementation of learning supervision in four elementary schools in Malang City/Regency representing different school typologies: public school, public madrasah, university laboratory school, and private Islamic school. A qualitative approach with a multiple case study design was employed. Data were collected through in-depth interviews with principals, teachers, and school supervisors (12 informants), four-session field observations, and document analysis. Findings reveal that all four schools have implemented supervision with different models and approaches: (1) SDN Mulyoagung 1 applied non-directive TIRTA-coaching within the HARAPAN program; (2) MIN 2 Kota Malang developed an eight-group collegial supervision system supported by the SIMIDUN application; (3) SD Laboratorium UM employed a 7-Form Format with a collaborative per-grade approach within a dual curriculum framework (Cambridge and Merdeka Curriculum); and (4) SD Muhammadiyah 8 Dau integrated classroom video reflection and a learning community in the MAPAN program. Supervision outcomes demonstrated average PAS score improvements ranging from 1.6 to 9.3 points. Learning mastery increased from 72% to 81% in SD-A. The dimensions most differentiating across schools were feedback quality and consistency of follow-up plan monitoring. This study produces a comparative analytical framework for elementary school learning supervision considering school typology context, and recommends evidence-based coaching approaches and the integration of professional learning communities as strategies for sustainable quality improvement.

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