PENGARUH KECERDASAN, TIPE KEPRIBADIAN, PEER FEEDBACK DAN SUPERVISI KLINIS TERHADAP KINERJA GURU

Deza Zalia Permata Dewi, Zulkifli Zulkifli, Nasruji Nasruji

Abstract


The purpose of this research was to analyze the effect of intelligence, personality type, peer feedback and clinical supervision conducted by the principal on teacher performance partially and simultaneously. This research is a quantitative research using a descriptive design. The population of this study were all civil servant teachers at SMKN 1 and SMKN 3 Batam in the 2021/2022 academic year. The sample interpretation of this study by saturated of 104 PNS teachers. The data from this study were obtained by using a questionnaire, and  had been tested for validity and reliability. Data analysis used double linear regression by SPSS 26. The results of the study concluded that intelligence had a partially significant effect toward teacher performance. personality type had a partially significant effect toward teacher performance, peer feedback had a partially significant effect toward teacher performance, and clinical supervision had a partially significant effect on teacher performance, and  intelligence, personality type, peer feedback and clinical supervision together affect teacher performance.

.


Keywords


Performance, Intelligence, Personality, Feedback, Supervision.

Full Text:

PDF

References


Arikunto, Suharsimi, 2012. Dasar-Dasar Evaluasi Pendidikan. Edisi 2. Jakarta: Bumi Aksara

Gardner,Howard,2015. Frames of Minds, The Theory of Multiple Intelligence. Basic Books.

Ghozali, Imam. 2016. Aplikasi Analisis Multivariate Dengan Program SPSS. Semarang: Badan Penerbit Universitas Diponegoro.

Henriani, Susi & Garnasih R Lestari, 2013. Pengaruh Kecerdasan Intelektual dan Kecerdasan Emosional Terhadap Kinerja Guru SMAN 8 Pekanbaru. Jurnal Ekonomi Volume 21, Nomor 4 Desember 2013.

Hidayati Y, Putrawan I Made, Mukhtar M, 2019. Pengaruh Kepribadian dan Motivasi Terhadap Kinerja Tugas Guru SD Swasta Kecmatan Kelapa Gading Jakarta Utara. Jurnal Visipena Volume 10, Nomor 1, Juni 2019

Hansen, Jette G and Jun Liu. 2015. Guiding Principles for Effective Peer Response. England: Oxford University Press. ELT Journal. Print

Ibrahim, Wibowo Suryo W, Sukma Irwan H, Pratama Y, Caesario Y, 2020. Pengaruh Kepribadian, Profesionalisme, dan Pengalaman Mengajar Terhadap Kinerja Guru MTSn 2 Mandailing Natal. Jurnal Riset Akuntansi Multipradigma (JRAM), Volume 7, Nomor 2, Desember,2020.

Mahasir,2020. Pengaruh Tindakan Supervisi Klinis dan Kepemimpinan Kepala Sekolah Terhadap Kinerja Guru SMA. Wahana Didaktika Vol. 19 No.2 Mei 2021: 213-228 213

Masdudi,2015. Bimbingan Konseling. Cirebon: Nurjati Press

Mi, Lili NC, 2016. Pelaksanaan Supervisi Klinis Kepala Sekolah Untuk Meningkatkan Kinerja Guru Dalam Mengelola Pembelajaran Pada SMA Negeri 2 Sambas. Jurnal Visi ilmu Pendidikan, Vol 4, No. 3, September 2016.

Peraturan Menteri Pendayagunaan Aparatur Negara dan Reformasi Nomor. 16, 2009. Jabatan fungsional guru dan angka kreditnya

Priadi, Andri, 2018. Pengaruh Kecerdasan Intelektual, Kecerdasan Emosional dan Kecerdasan Spiritual Terhadap Kinerja Guru (Studi Kasus SMA Negeri 6 dan SMA Negeri 8 Kota Tangerang Selatan). Jurnal Semarak,Vol. 1, No.3,Oktober 2018, Hal (62-77)

Robbins, Stephen, 2013. Organizational Behavior. England: Pearson Education Limited.

Suyoto, Sandu & Ali Sodik. 2015. Dasar Metodologi Penelitian.Yogyakarta: Literasi Media Publishing.

Sugiyono. 2016. Metode penelitian kuantitatif, kualitatif dan R&D. Bandung: Alfabeta

Undang-undang No.20 Tahun 2003 tentang Sisdiknas. Jakarta: Kementrian Pendidikan Nasional.

Wiles, Kimball, 2014. Supervision for better schools, United States of America: Prentice-Hall

Yunsen, Widjaya, 2017. Pengaruh Peer Feedback Mode Terhadap Kinerja Guru. Jurnal Cahaya Pendidikan, Vol 3, No 2.




DOI: https://doi.org/10.33373/jmob.v2i1.3809

Refbacks

  • There are currently no refbacks.


Copyright (c) 2022 Pascasarjana Universitas Riau Kepulauan