Supervisi Pembelajaran Pasca Pembelajaran Daring untuk Mengatasi Kecanduan Gadget : Pengalaman dari Malang
DOI:
https://doi.org/10.59001/pjier.v2i1.100Keywords:
supervisi pembelajaran, kinerja guru, pembelajaran tatap muka, kecanduan gadgetAbstract
This study explores the implementation of post-online learning supervision as a strategy to address gadget addiction among students. Online learning has surged in popularity since the onset of the COVID-19 pandemic, but it has also led to new challenges, such as increased gadget dependency among students. Using a qualitative descriptive method, this research investigates how the head of a madrasah supervises teachers during the Limited Face-to-Face Learning (PTM Terbatas) period amid the pandemic and its impact on teacher performance. Interviews with the madrasah head, staff, and teacher council were conducted to gather data. The findings reveal that systematic and constructive supervision was carried out, starting from planning and followed by class observation and feedback evaluation. Additionally, the study highlights the importance of enjoyable and interactive learning to support the effectiveness of supervision. The results suggest that well-conducted supervision can help reduce the negative impact of post-pandemic gadget use on students by improving the quality of learning and creating a more interactive learning environment.
Penelitian ini mengeksplorasi implementasi supervisi pasca pembelajaran daring sebagai strategi untuk mengatasi kecanduan gadget di kalangan siswa. Pembelajaran daring telah meningkat popularitasnya sejak dimulainya pandemi COVID-19, namun juga menimbulkan tantangan baru, seperti peningkatan ketergantungan pada gadget di kalangan siswa. Dengan menggunakan metode deskriptif kualitatif, penelitian ini menyelidiki bagaimana kepala madrasah melakukan supervisi terhadap guru-guru selama periode Pembelajaran Tatap Muka Terbatas (PTM Terbatas) di tengah pandemi dan dampaknya terhadap kinerja guru. Wawancara dengan kepala madrasah, staf, dan dewan guru dilakukan untuk mengumpulkan data. Temuan menunjukkan bahwa supervisi yang dilakukan bersifat sistematis dan konstruktif, dimulai dari perencanaan, dilanjutkan dengan observasi kelas dan evaluasi umpan balik. Selain itu, penelitian ini menyoroti pentingnya pembelajaran yang menyenangkan dan interaktif untuk mendukung efektivitas supervisi. Hasil penelitian menunjukkan bahwa supervisi yang dilakukan dengan baik dapat membantu mengurangi dampak negatif penggunaan gadget pasca pandemi pada siswa dengan meningkatkan kualitas pembelajaran dan menciptakan lingkungan pembelajaran yang lebih interaktif.
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