PRINCIPAL SUPERVISION IN DEEP LEARNING
Efforts to Enhance Teacher Competence in the Merdeka Curriculum
DOI:
https://doi.org/10.24252/idaarah.v10i1.67002Keywords:
Deep Learning, Educational Management, Principal Supervision, Professional Development, Teacher CompetenceAbstract
This study aims to analyze the role of school principal supervision in strengthening teachers' competence to implement deep learning based on the 8-3-3-4 flow in the Independent Curriculum. The qualitative approach of the case study was used with the research location at SMP Negeri 3 Gubug, Grobogan Regency, Central Java. Data was collected through in-depth interviews with the principal, six teachers, ten students, and three school committee members; direct classroom observation of four teachers through three stages of supervision (pre-observation, observation, post-observation); as well as documentation studies of supervision programs, RPM, learning community records, and professional development track records. Data analysis uses an interactive model, reinforced by triangulation of sources and techniques. The results of the study show that humanistic, communicative, and sustainable supervision results in a significant increase in teachers' pedagogic and professional competence, especially in the design and implementation of deep learning. These findings confirm that supervision is not something that is done to teachers, but rather something that is done with them.
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