Laporan Group 4

COURSE ON CLINICAL SUPERVISION
IN MATHEMATICS EDUCATION
YOGYAKARTA, 10 - 23 OCTOBER 2018
FINAL REPORT
CLINICAL SUPERVISION AT SD DERESAN

SLEMAN, YOGYAKARTA, INDONESIA
Prepared by:
GROUP 4
Mr. I MADE SUTAYASA (INDONESIA)

Mrs. WAWAT KARWATI (INDONESIA)
Mr. MASRI (INDONESIA)
Mr. KANG THEA (CAMBODIA)
Mrs. IKE SINTA DEWI (INDONESIA)
Mr. SUTIKNO (INDONESIA)
Mr. HA VU AHN (VIETNAM)
1
Clinical Supervision in Mathematics Education
Yogyakarta, 10 – 23October 2018
PREFACE
Alhamdulillah ya AllahforHis glory wonderful blessings and for giving us knowledge and
wisdom for us to be able to accomplish this final report of the course “Clinical Supervision in
Mathematics Education”. We wish that this material be beneficial to all teachers and personnel
who have commitment to improve the quality of Mathematics Education in Southeast Asia.
We would like to express our deepest thanks to all the parties involved in the production of
final report. We are very lucky to have worked with many ideas and sharing from Southeast
Asian countries and have received guidance, direction and support during the course on“Clinical
Supervision in Mathematics Education” during 10– 23October 2018. Especifically, we would
like to extend our appreciations to:
• The ministry of Education / Department of Education of the participant’s country for

choosing and allowing them to participate in the course study
• The SEAMEO Regional Centre for QITEP in Mathematics and their staff for the
opportunities they have extended to them and for all the excellent accommodation and care
and support that they have offered. We have enjoyed our staying and exploration of
beautiful Yogyakarta during our course
• The facilitators/specialists/discussants, for the knowledge that they have shared with us;
• The participants’ family, relatives and friends who are there for them giving their love,
moral support and prayers;
• And to all those people who have extended their help in the success of the implementation
of the course, all the participants would like to thanks them deeply.
Last but not least, we hope this report will serve as a guide to us and interested colleagues
and teachers to future our professional development and our passion in teaching Mathematics to
many classes of students in coming years.
Group 4
2
TABLE OF CONTENTS
PREFACE ............................................................................................................................. 2
TABLE OF CONTENTS ...................................................................................................... 3
CHAPTER 1. INTRODUCTION ........................................................................................ 4
A. Rationale ....................................................................................................................... 4
B. Overview of Clinical Supervision ................................................................................ 6
CHAPTER II. PLANNING STAGE .................................................................................... 8
CHAPTER III. IMPLEMENTATION AND OBSERVATION .......................................... 9
CHAPTER IV. REFLECTION AND DISCUSSIONS...................................................... 10
CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS .................................... 20
Conclusions and Recommendations............................................................................... 20
APPENDICES
Group Member Personal Profile .........................................................................................
Instruments ...................................................................................................................... 21
3
CHAPTER I
INTRODUCTION
A. Rationale
Teaching and learning process requires good interaction, controlled and matched by the
planning of learning, so that the learning process can be an effective and efficient as defined in
the competency. One of the determinants in the productivity of learning is the teacher. Teachers
are required to produce reinforcement of cognitive, affective and psychomotor of the students.
Teacher are required also to design the conducive environment to the occurrence of self-learning
process.
Learning in the school environment should be designed to be independent inquiry. Conceptual

and procedural errors must be avoided by making of good lesson plan, so learning outcomes will
match with the purpose of learning itself. A good lesson plan will be the crucial initial step for
the teacher to implement good learning in the classroom. While teachers make a good lesson
plan then they will try to manage all classroom activities as well as possible.
Learning is also an art and a style that is bound by the methodological norms so that the
implementation of the rules are based on psychological and pedagogical. Therefore, not all of the
interaction process can be referred to the process of learning interactions. As a result, managing
the learning process teachers should first equip themselves with pedagogic and psychological
sciences, especially psychology of learning and development. School as a learning arena of
interaction requires the implementation of the learning interactions that based on the rules above.
To meet the demands of the rules above, the learning process that is done by the teacher need
supervision and evaluation mechanism called clinical supervision. Supervision mechanism is
needed to find a lack of learning activities in accordance with the rules and then followed up
with the improvement of teaching.
Therefore, we need a professional supervisor. In performing his duties, he acts on the basis of
scientific principles to improve the quality of education. Supervision necessary to perform excess
that can discern the problems of improving the quality of education, using the sensitivity to
understand and not just use general sense. He fosters academic quality improvement through the
creation of better learning situations, both of physical and non physical environment.
4
Supervision is done by the supervisor, certainly has a different mission with supervision done by
the principal. In this case the supervision is intended to provide service to the principal in
managing institutional effectively and efficiently and to develop the quality of educational
institutions.
In the context of education quality control, supervision by supervisor use the regulatory activities
and intensive observation of the learning process in educational institutions, and then followed
up by giving feed back. It is also in line with the views of L Drake (in Depdiknas, 2008) which
states that supervision is a term that is sophisticated, because it has a broad meaning, which is
identical to the process of management, administration, evaluation and accountability or a
variety of activities and creativity related to institutional management at the institutional level of
the school environment
B. Overview of the Clinical Supervision
Supervision is basically directed at two aspects, namely: academic supervision and

managerial supervision. Academic supervision focuses on the observation of the activities of an
academic supervisor, the form of learning both inside and outside the classroom. Managerial
supervision focuses on the observations on aspects of management and administration of the
school that supports the implementation of learning.
Because learning in the classroom is an academic activity, so the most appropriate approach to
supervision by doing academic supervision. Academic supervision includes clinical supervision
and curriculum development. Clinical supervision means the development and the
implementation of the learning correction, implemented as a component or integral part to
increase the professionalism of teachers in implementing the learning process. The importance of
clinical supervision rather than merely as a therapist learning activities but also the practical
needs related to integrate clasical and individual experience of the teacher in order to
complement each other.
Clinical supervision, as a process, are based on a number of key assumptions as follows (1) the
real teaching is a set of complex and unique activities that require careful analysis, (2) the
teacher is a figure that is responsible for learning and he is a competent professional expected to
help by offering models of learning in different ways and different implementation, (3) the
5
purpose of clinical supervision is to help teachers to adjust teaching pattern. The procedure for
conducting clinical supervision is to follow three stages, as suggested by Acheson (in Depdiknas,
2008): "In brief, clinical supervision is a model of supervision that contains three phases:
planning conference (pre conference), classroom observation, and feedback conference (post
conference). The most distinctive features of clinical supervision are its emphases on direct
teacher-supervisor interaction and the teacher's professional development”.
Stage of the pre-conference is intended as an inventory stage problems that teachers face.
Preliminary meeting stage (first stage); at this stage it is important to note, especially by the
supervisor, is to be able to create an intimate atmosphere, open and friendly. So intertwined are
the collegial relationships in a harmonious atmosphere of cooperation. In this stage, supervisors
and teachers together to discuss plans for skills to be observed and recorded. Thus, at this stage
of the preliminary meeting of supervisors and teachers together to discuss planning what skill
will be observed and recorded. For teachers and supervisors, this stage is an opportunity to
identify skills or skills which need improvement. Skills that are selected and agreed by teacher
and supervisor then operationalized in the form of formulas that can be observed behaviorly and
descriptor also formulatted for the benefit of recording the data and provide interpretation
(appraisal).
Classroom observation stage is intended as a step to see the real learning that takes place in the
classroom. Classroom observation stage (second stage); at this stage the teacher teaches or
conducts the teaching behaviors that have been selected and agreed at the preliminary meeting
stage. In practice/training, supervisor observation conducted by using a tape recorder which also
has been agreed. Observed aspects are listed in the instrument that has also been agreed with the
preliminary meeting. The main function of classroom observation is to capture what happens
during the teaching process takes place in full to the supervisor and the teacher can accurately
recall the teaching process with the aim that the analysis can be made objectively. The
underlying idea of this observation is included in what is happening so that the notes made by
careful and complete, and then stored properly, can be useful for the purposes of analysis and
commentary.
Post conference stage (third stage), this stage is a feedback discussion between supervisor and
teacher related to the recently completed activity that is, the teacher had just finished training a
skill, and the supervisor had just finished watching the teacher do the exercises. The reference in
6
the reversal of this meeting was an agreement made in the preliminary meeting, and at the end of
the discussion of this reversal of teachers are expected to know and realize how far agreed
objectives have been achieved.
Based on the descriptions above, it can be concluded that the general principles of clinical
supervision must animate the entire stage in the clinical supervision cycle, the stage of
preliminary meetings, classroom observation phase, and phase of the feedback meeting. These
principles should be reflected in the supervisor and insights must be the cornerstone of every
decision and action in helping teachers improve their professionalism.
7
CHAPTER II
PLANNING STAGE
A. DESIGNING INSTRUMENTS
In planning stage the group discussed the instrument base on the focus area that
has been arranged by the committee. While the other group discussed the classroom
management and the strategy used by the teacher, the focus area that needs to be
discussed in group 4 is the student’s response and student’s engagement. The group
decided to observe the teacher attitude or do during the lesson and student’s attitude as
the indicator whether the lesson running well or not.
The instrument consists of the some criteria’s and the quality of each, whether the
criteria that has been done by the teacher is satisfied or need to be improved. It is also
important to make a note of the evidence of the way teacher do or the teacher’s attitudes
that need to be improved as observational data.
8
B. PLANNING THE SCHEDULE
No Activities Dates
1 Pre meeting Friday, 19 October 2018
Designing the instrument
2 Class observation Saturday, 20 October 2018
3 Post Conference Saturday, 20 October 2018
Analysis and discussing Monday, 22 October 2018
Making Report Monday, 22 October 2018
9
CHAPTER III
IMPLEMENTATION AND OBSERVATION
A. PRE-CONFERENCE MEETING
Before observing the lesson, the supervisor has been the information about the school,
the teacher’s profile and the lesson she will run and the student’s profile.
a. School profile
SDN Deresan is a public school which is located in Sleman Yogyakarta
Indonesia. There are some facilities in this school like meeting room, mosque,
study room and other facilities. In the centre of the school there is a wide yard
which use as field ceremony and sport area. According to the teacher, The school
is including poor school that only rely on budget from goverment (BOS).That
why principal and some teacher has been looked for block grant from some office
like Unesco, Minister of Education and so on. Some program has been made
cooperation with education environment like Gajah Mada University, Kanisius
Publisher and so on.
b. The teacher profile

The teacher is Nur Fitriana. She is a young woman with so many experiences. In
2016 took a part in Training Course on Environmental Education for Sustainable
Development (EESD) SEAMEO Qitep In Science Bandung. The course aims to
share best practiceactivities related to environmental knowledge, ability, and
values, and also to integrate sustainable development issues in science learning
for students. This course brought her to the larger experinces teacher in NASA
USA in 2018. One of the reason she came to NASA USA was that she always
learns her student in STEM education. After finishing her training in NASA she
come back to school and shre many experiences with teacher which held by
Minister Education and Culture of Indonesia.
c. Student’s profile
The students are from the second year of Primary school. There are 23 students,
boys are less Madethan the girls, and almost all are active learners. The school
has divided the students into two classes. A for the active learners while B is less
active learners is located in
d. Lesson/subject
The teacher will teach five different subjects in thematic approach. She combines
Science, Technology, Engineering, and Mathematic (STEM) in her project based
learning strategy.
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B. LESSON OBSERVATION
a. Supervisor/observer
The supervisor observed how the teacher get a good responses and engage all the
student into the lesson and take a picture of the students activities. The supervisor
can not involve into the student’s activities.
b. Teacher do
The teacher has done many ways to get the student’s responses and engagement.
She brought the student outside the class. The students asked to bring the media
from waste that they have prepared before ( paper board cut into many shapes :
square, rectangle, circle and triangle. They also brought material and tools to
make a toy car).
Teaching and learning started by recall the student pre knowledge. The teacher
also asked some students to go forward to answer questions and using the media.
c. Student’s responses
There were several aspects that the supervisor observed in students’ responses and
engagement during the teaching learning process. In responses aspect supervisors
devided into two kinds of activities, teacher’s activities and students’ activities.
Related to responses, teacher was expected to address the students
enthustiastically, give the instruction clearly and correctly, respond to the
students’ answer in proper way, give the students praises, make eyes contact with
students, and do not blame the students.
According to the supervisor’s observation, from the beginning of the teaching
learning process, teacher had shown her enthusiastic manner by. She addressed
the students with good intonationand her smiling face. The teacher also gave oral
11
reinforcement to the students who answered her questions no matter the the
students answer were right or wrong.
To increase students’ response to teaching learning process the teacher tried to
praise the students who have couragement to ask questions by touching them,
made eyes contact, and did not blame the students.
From the students’ activity side, the supervisors observed that most of the
students given positive responses to the teacher’s instruction even though some
of them did not respond all the time, but it such a common thing, as they were
children.
d. Student’s engagement
Teacher built the participation of students trough the interaction using motivation
sentences. “Students, you can do that.”I am sure you can do anything”. The
teacher also fostered students’ participation through asking one of the students to
hold the sample two-dimentional figure. The two-dimentional figurebuild shown
then asks the name of the build, number of sides and number of angles. Besides,
when she found the floor in the form of a flat, the teacher also asked the students
the names of the buildings she saw. Even a hexagon can be identified by students.
The hexagon did not exist in the sample of the building made from the previous
carton material.
In the material of making vehicles from used cardboard material, used
bottle caps with dynamo drive, the teacher divideed students into several groups.
Most students were seen as active in their group but there are a small number in
each group who did different things from group activities. The teacher tried to
remind the students by words but the students still ignoredher. Teachers should
come and invite students to be fully active.
In the use of learning media, the teacher has involved students by carrying
objects resembling two-dimensional objects. Students hold one object, another
student is asked to answer the two-dimensional wake name and calculate the
number of angles and sides. Interaction was also seen by asking other students if
they did not agree with the students' answers beforehand. The children answered
even though the answers were not necessarily correct.
C. ANALYSIS OF LESSON OBSERVATION
Analysis of lesson observation is important step because it would bring the fact result of
observation which is conducted to teachers. The purposed of this activities is to note and
show the result. Based on the focus area that the group four observed about the student`s
responses and engagement, the analysis as followed:
a. Teachers starting the class by addressing the student enthusiastically with morning
greeting to a student.
b. Teacher gives the instruction to students some time not clear, his language skill not
enough competence for students. She assumes quick instruction will help her in
12
organizing the class. It was lack responses of students when she talked Javanese
(dong and blong).
c. The response of teacher in answering the question was not clear because she did not
emphasize about student`s problem. She passed it without finding the answer.
Students look confuse, they were not motivating well in their ideas.
d. Teacher gave students in group or individually praise and criticize but both the
reward some time does only for the succeed group. The effect was not all groups
engage good.
e. Student responded teacher enthusiastically at the beginning of lesson.
f. Student instructed to make a group, but any of them not engage themselves in a
group.
g. Student asked question based on individual idea. It must be done by group , because
they work in group
h. Students answer the question with own language and own language. There were any
of students answering teacher question.
i. Students responded their friends question often.
j. Teacher grows participation of student through the interaction using motivation word
or sentences
k. Teacher bodies language and expression was really helpful for student. Make the
student attractive and engage because her eyes contact was properly forward to
students
l. Teacher engage the student`s ideas in answering the question
m. All students activities based on the progress situation on the lesson.
13
CHAPTER IV
REFLECTION AND DISCUSSION
A. REFLECTION
Based on the activity we observed, the fact of learning process as below:

1. the student acted with the materials the teacher had shared with him, but experimental
activities seemed to be educational games, since theinstallation of a car had to have a
better material. But this may be from a study site.
2. Car installation is a technical skill and a combination of STEM. The teacher did
not put any mathematical notions.
3. At Level 2, teachers should broaden the questions to the discussion group, such
as how many tire does a car have? If the three cars have many tire ?
4. we saw teacher spend a lot of times for one activity. If we teach in one session for 40 mns
it not enough for this activity.
5. the teacher did not ask the student to count the area of rectangle which is made to be a car
B.DISCUSSION
After learning process we and teacher entered the meeting room and make short
discusion about the learning process. according to the fact of learning process, there was one
main question namely what will the teacher do to improve student engagement and response
14
CHAPTER V
CONCLUSION AND DICSUSSIONRECOMMNEDATION
A. CONCLUSIONS
Based on the observation the supervisor conducted, it can concluded that the teacher
taught in the proper way related to students’responses and engagement. It can be seen
from both side, teacher and students activity. Teacher’s positive respond to students
question and answer had influenced the students to respond in the same way.
The use of many kinds of media had also increased the students’ engagement tothe
teaching learning process. Students looked always engage to the teaching learning
process, enen though some of the were not fully.
B. RECOMMENDATIONS
Based on the discussion above, we suggest that in the future, teacher shoul find other way
to increase students’ engagement in teaching learing process. Picking students to be back
to the group may be one solution to the problem in order to make students be engaged
more.
15
APPENDICES
GROUP MEMBERS PERSONAL PROFILE
1 Nama : I Made Sutayasa

Office : SD N MundukBestala
Addres : Banjar DinasSekar, MundukBestala. Bll - Bali
Country : Indonesia
Position : Principal
e-mail : Suchankadek2018@gmail.com
2 Nama : Mrs.WawatKarwati
Office : SD N Santaka
Addres : Dusun BatuRumpil RT 03/04 Ds Mangunarga
Country : Indonesia
e-mail : wawatkarwatiaze@gmail.com
3 Nama : Mr. Masri

Office : SD Negeri 05 PercobaanPintuKabun
Addres : Jln. Guru Tuo Gang SDP
Country : Indonesia
e-mail : daffamedia@gmail.com
4 Nama : Kang Thea

Office : Primary School TrapaingOnchanhPhnompenh
Addres : Phnom Phen Cambodia
Country : Cambodia
e-mail : Theakang7@gmail.com
5 Nama : Mrs. Ike SintaDewi

Office : SD Plus Darul Ulum Jombang
Addres : Jln Sultan Agung No 3 Jombang
Country : Indonesia
e-mail : ning-ike@yahoo.co.id
16
6 Nama : Mr. Ha Vu Anh

Office : Hanoi-Amesterdam High School for Gifted
Addres : Hanoi, Vietnam
Country : Vietnam
Position : Leader Math Group
e-mail : Anhhv.vp@gmail.com
1 Nama Mr. Sutikno

Office SDN Karangmlati 2 Demak
Addres Karangmlati Demak, Central Jawa
Country Indonesia
Position Principal
e-mail tikosunni71@gmail.com
17
OBSERVATION SHEET
CLINICAL SUPERVISION OBSERVATION INSTRUMENT
SCHOOL:
SUPERVISEE NAME: SUPERVISOR NAME:
DATE : SUBJECT/ CLASS:
AREA OF FOCUS : Student’s Responses and engagement
NO. CRITERIA Satisf Need Observational Data

actory improve
ment
A Responses
a Teacher’s activities
Teacher address the student enthusiastically
Teacher gives the instruction clearly and correctly
Teacher respond the student’s question

enthusiastically
Teacher respond the student’s answer in proper
way
Teacher gives praises, criticize, discipline
18
Teacher makes eye contact with the student
Teacher not blame the students
Teacher
b Student’s activities
Student respond to the teacher’s address

enthusiastically
Student respond to the teacher’s instruction

correctly
Student’s asking question
Student’s answer teacher’s question
Student’s answer other student’s question
19
B Engagement
a Teacher’s activities
Teacher grows participation of students trough the

interaction using motivation word or
sentences : ”You can do that”…”I am sure you can
help us”..etc
Teacher motivate/encourage student’s to engage
into the group/ class activites
Teacher involves the student in using media
Teacher call on vary students
Teacher move properly
Teacher using student’s idea
20
b Student’s activities
All student’s involved the activity design by the

teacher
Conclusions :
...........................................................................................................................................................................................................................................
...........................................................................................................................................................................................................................................
...........................................................................................................................................................................................................................................
...........................................................................................................................................................................................................................................
Reflections :
...........................................................................................................................................................................................................................................
...........................................................................................................................................................................................................................................
...........................................................................................................................................................................................................................................
...........................................................................................................................................................................................................................................
Recomendations :
...........................................................................................................................................................................................................................................
...........................................................................................................................................................................................................................................
...........................................................................................................................................................................................................................................
...........................................................................................................................................................................................................................................
21
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COURSE ON CLINICAL SUPERVISION

CLINICAL SUPERVISION AT SD DERESAN

Mr. I MADE SUTAYASA (INDONESIA)

• The ministry of Education / Department of Education of the participant’s country for

TABLE OF CONTENTS ...................................................................................................... 3

CHAPTER 1. INTRODUCTION ........................................................................................ 4

B. Overview of Clinical Supervision ................................................................................ 6

CHAPTER II. PLANNING STAGE .................................................................................... 8

CHAPTER III. IMPLEMENTATION AND OBSERVATION .......................................... 9

CHAPTER IV. REFLECTION AND DISCUSSIONS...................................................... 10

CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS .................................... 20

Conclusions and Recommendations............................................................................... 20

Group Member Personal Profile .........................................................................................

Learning in the school environment should be designed to be independent inquiry. Conceptual

B. Overview of the Clinical Supervision

Supervision is basically directed at two aspects, namely: academic supervision and

the indicator whether the lesson running well or not.

that need to be improved as observational data.

B. PLANNING THE SCHEDULE

b. The teacher profile

C. ANALYSIS OF LESSON OBSERVATION

Based on the activity we observed, the fact of learning process as below:

1 Nama : I Made Sutayasa

3 Nama : Mr. Masri

4 Nama : Kang Thea

5 Nama : Mrs. Ike SintaDewi

6 Nama : Mr. Ha Vu Anh

1 Nama Mr. Sutikno

CLINICAL SUPERVISION OBSERVATION INSTRUMENT

NO. CRITERIA Satisf Need Observational Data

Teacher address the student enthusiastically

Teacher gives the instruction clearly and correctly

Teacher respond the student’s question

Teacher makes eye contact with the student

Teacher not blame the students

Student respond to the teacher’s address

Student respond to the teacher’s instruction

Student’s answer teacher’s question

Student’s answer other student’s question

Teacher grows participation of students trough the

Teacher call on vary students

Teacher move properly

Teacher using student’s idea

All student’s involved the activity design by the

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