MPORTANCE OF SUPERVISION AS AN EFFORT TO IMPROVE EDUCATION TEACHER PROFESSIONALISM

     Definition of Supervision Modern supervisory concepts formulated by Kimball Wiles (1967) as follows: "Supervision is assistance in the devolepment of a better teaching learning situation."Supervision is to help in developing a better learning situation. This formula implies that the service covers the overall supervision of teaching and learning situation (goal, material, technique, method, teacher, student, an envirovment). This learning situation should be improved and enhanced through service activities supervision. Thus, these supervision services covering all aspects of the conduct of education and teaching. The concept of supervision can not be equated with the inspections, inspections and more emphasis on authoritarian rule, while supervising more emphasis to the friendship which is based on service delivery and better cooperation among the teachers, because it is democratic. The term supervision of education can be explained either by the origin (etymology), the form of words (morphology), or the content contained in these words (semantics). 

     1) Etymology The term supervision is taken in the English word "Supervision" means supervision in the field of education. The person doing the supervision referred to supervisor.      2) Morphological Supervision can be explained by forms of words. Supervision consists of two kata.Super means over, over. Vision mean look, look, observe. A supervisor was in a position above or have a better position than those who disupervisinya.     3) Semantics
     In essence the content of rumusanya terandung in the definition of something depends on the person who defines. Wiles briefly been formulated that supervision as aid the development of teaching learning situation for the better. Adam and Dickey formulate supervision as services especially regarding the improvement of teaching and learning process. While the Ministry of Education (1994) define supervision as follows: "Coaching is provided to all school staff so that they can improve the ability to develop teaching and learning situations better." Thus, supervision is addressed to the creation or development of teaching and learning situation better. For that there are two things (aspects) which need to be considered:   a. Implementation of teaching and learning activities     b. The things that support teaching and learning activities Because the main aspect is the teacher, then kesupervisian services and activities should be more directed towards efforts to improve and enhance teachers' ability to manage teaching and learning activities. For that teachers must have: 1) personal ability, 2) professional ability 3) social skills (MONE, 1982). On the basis of the description above, then the notion of supervision can be formulated as follows "a series of relief efforts for teachers in the form of professional services provided by the supervisor (Supervisory schools, school principals and other supervisors) in order to improve the quality of teaching and learning processes and outcomes. Because the supervision or guidance teacher is more emphasis on teacher development is also "professional guidance teachers" that coaching is more focused on efforts to improve and enhance the professional skills of teachers. Supervision can we interpret as coaching. While coaching can target for principals, teachers, administrative staff. However, targeted coaching supervision also means teacher.
Importance of Human Resource Development Master Supervision In the present century, the era of globalization where everything is digital, the access information very quickly and the tight competition of life, all peoples seek to improve human resources. Only people who have superior resources to compete and defend itself from the impact of global competition is tight. Includes educational resources.Included in the educational resources of energy, funds and facilities and infrastructure.Teacher education is a critical success through performance in institutional and experiential level, thus improving quality of education should start from the aspect of "teacher" and other education personnel regarding the quality of professionalism and well-being in a professional management education. There are two metaphors to describe the importance of developing teacher resources. First, the professorship be likened to a water source. Water sources must be continually increased, so that it can drain the river water continuously. If not, then it will dry the water source. So if a teacher never read the new information, not add to scientific knowledge about what is taught, it is not possible to give science and knowledge in a more refreshing to students. Second, the professorship be likened to a tree fruit. The tree will not bear fruit heavily, if the parent tree roots do not absorb nutrients that are useful for the growth of the tree.So also with the position of teachers who need to grow and develop. Whether it's personal growth of teachers and teacher professional growth. Every teacher needs to realize that growth and professional development is a must to produce output quality education. That is why teachers need to learn continuously, to read the latest information and develop creative ideas in an atmosphere of learning for teaching and learning exciting and enjoyable both for teachers especially for learners. Increasing teachers' resources can be implemented with the help of supervisors, ie people or agencies that carry out supervision activities for teachers. The need for help supervise teacher deep rooted in people's lives. Swearingen said the need for supervision background deep rooted in the needs of society with a background as follows:      1. Cultural Background Education rooted in the local discerning local culture. Since the early experience of learning and teaching and learning activities should daingkat of the contents of a living culture in the society. Schools assigned to coordinate all efforts in order to achieve educational goals aspired.      2. Philosophical Background An education system that was effective and efficient if it is rooted deeply in the values of the philosophical view of life of a nation.      3. Psychological Background The psychological supervision was rooted deep in human experience. The task of supervision is to create an atmosphere full of warmth school so that everyone can be himself.     4. Social Background A supervisor in performing his responsibilities should be able to develop the potential creativity of the people who fostered through how to engage others to participate together. Supervision should be based on the condition of society.     5. Sociological Background Sociologically societal change had an impact on values. Supervisor on duty to exchange ideas and experiences about mensikapi change of values in society as a wise and prudent.     6. Background Position Growth Supervision task is to maintain, nurture and stimulate the growth of professorship. It is expected that teachers become more professional in the mandate of the office and can improve the bargaining position of teachers in society and government, that teachers have a major role in the formation of human dignity.
 The problem faced in carrying out environmental supervision in basic education is how to change the mindset that is autocratic and corrective become a constructive and creative attitude, the attitude that created the situation and relations in which teachers feel safe and accepted as a subject that can develop their own . Therefore, supervision should be implemented based on the data, objective facts (Sahertian, 2000:20). Supandi (1986:252), states that there are two things that underlie the importance of supervision in the education process.        1. Curriculum development is a symptom of educational progress. These developments often cause changes in structure and function of the curriculum.Implementation of the curriculum requires continuous adjustment to the real situation on the ground. This means that teachers must always strive to develop their creativity for curriculum-based educational efforts can be implemented properly. However, these efforts do not always run smoothly. Many things often inhibits, ie incomplete information received, a state school that does not comply with the demands of the curriculum, the people who do not want help, who applied their skills are still needed and even the process of solving the problem has not been terkuasai. Thus, teachers and the Principal who implement education policy at the most basic level require special assistance in meeting the demands of the development of education, especially curriculum development.          2. Personnel development, employee or employees was always an ongoing effort within an organization. Personal development can be carried out formally and informally. Formal development is the responsibility of the relevant institutions through upgrading, learning tasks, workshops and the like. While the informal development is the responsibility of its own employees and implemented independently or together with his colleagues, through various activities such as scientific activities, experiment a method of teaching, and so forth. Supervision activities of teaching is an activity that must be implemented in the administration of education. Implementation of supervision activities carried out by the school principal and school superintendent in providing guidance to teachers.This is because the teaching-learning process dilaksakan teacher is at the core of the overall educational process with the teacher as the holder of the main roles. Teaching and learning process is a process that contains a series of actions of teachers and students on the basis of reciprocal relationships that take place in educational situations to achieve a particular goal. Therefore supervision activities deemed necessary to improve the performance of teachers in the learning process. In general there are 2 (two) activities that are included in the teaching supevisi categories, namely:         1. Supervsi conducted by the headmaster to teachers. Regularly scheduled and the Principal to carry out supervision activities of teachers in the hope that teachers can improve the learning process is implemented. In the process, the principal directly monitor when the teacher was teaching. Teachers design learning activities in the form of lesson plans and school principals observe the learning process by teachers. When supervision activities take place, the principal uses a standardized observation leembar, namely Teacher Skills Assessment Tool (APKG). APKG consists of APKG 1 (to assess teacher created lesson plans) and APKG 2 (to assess the implementation of the learning process) that teachers do.        2. Supervision conducted by the School to the Head of School Supervisors and teachers to improve performance. Supervision activities are carried out by the School Trustees who served in a Cluster School. School Cluster is a combination of several nearby schools, usually consisting of 5-8 primary school. The things that school inspectors observed when conducting supervision to monitor the performance of principals, including school administration, including: a. Academic Affairs, includes the following activities:     1) set annual and semester courses,     2) set the timetable,     3) oversee the implementation of the preparation of model units of learning,     4) determine the norms of the class increases,     5) determine the valuation norms,     6) oversee the implementation of the evaluation study,     7) increase the improvement of teaching,
       manage classroom activities when teachers are absent, and     9) organize classroom discipline and order. b. Student field, include the following activities:    1) oversee the implementation of new admissions under the rules of admission of new students,    2) manage guidance and counseling services,    3) note the presence and absence of students, and    4) organize and manage extracurricular activities.  c. Field Personnel, include the following activities:    1) regulate the division of duties of teachers,    2) submit a promotion, salary, and mutation of teachers,    3) regulate teachers' welfare programs,    4) note the presence and absence of teachers, and    5) record the problems or grievances of teachers. d. Finance Division, includes the following activities:    1) prepare the budget and spending plan for schools,    2) to seek funding for school activities,    3) allocates funds for school activities, and    4) financial account in accordance with applicable regulations. e. Infrastructure, includes the following activities:    1) the provision and selection of teachers' handbooks,    2) library and laboratory services,    3) the use of props,    4) cleanliness and beauty of the school environment,    5) beauty and hygiene classes, and    6) improving the completeness of the class. f. Field Public Relations, includes the following activities:    1) school partnership with parents,    2) school partnership with the School Committee,    3) school cooperation with related institutions, and    4) cooperation with the surrounding community schools (MONE 1997). Meanwhile, when the supervising teacher, the things that are monitored supervisors is also related to the administration of teachers' learning to be done, including:    a. Use of the semester program    b. The use of lesson plans    c. Daily planning    d. Program evaluation and implementation     e. Collection problems    f. Student work book    g. Book value list    h. The book analyzes the evaluation results    i. Book repair and enrichment programs    j. Books of Guidance and Counselling program    k. Books extracurricular activities
Teacher Professionalism Professionalism became the demands of each job. Moreover, the teaching profession who daily deal with living things in the form of children or students with different characteristics of each are not the same. Employment as teachers become more severe when the related increase in the ability of their students, while her ability to stagnate. Professional teachers are those who have professional abilities in various capacities as an educator. Studies conducted by Ace Syriac shows that teacher quality can be measured with five indicators, namely: first, professional skills (professional capacity), as measured from the diploma, education level, occupation and class, and training.Second, professional effort (professional Efforts), as measured from the activities of teaching, service and research. Third, the time devoted to professional activities (teacher's time), as measured from the term of office, as well as other teaching experience. Fourth, the fit between skills and work (link and match), as measured from Amnestied subjects, whether in accordance with specialty or not, and the fifth, the level of welfare (prosperiousity) as measured by wages, salary or regular income.Low level of welfare that could encourage an educator to do sideline work, and where casual work is successful, it could be turned into a sideline teaching profession. Teachers are very meaningful for the formation of a professional school. Teachers have professional teaching experience, intellectual capacity, moral, faith, devotion, discipline, responsibility, insight into a broad education, managerial skills, skilled, creative, have a professional openness in understanding the potential, characteristics and problems of development of the learner, able to develop plans and studies career learners and have the ability to research and develop curriculum. [3] Today many teachers, for various reasons and background to be very busy so it is not uncommon that remembers to the obligations of educational goals and their main tasks. Often a lack of welfare or low salary is the reason for some teachers to underestimate the main task of teaching as well as educate students. Teacher as a transmitter of the material only in the form of dry facts that are not meaningful because teachers learn first win last night than their students. Occurs unpreparedness in the process of Teaching and Learning Activities when teachers do not understand the general purpose of education. Some even have a bad habit of teaching that is three-quarters of an hour lesson for non-nonsense apersepsi and a quarter hours to teach.A proportion that is largely irrelevant to the circumstances and needs of students.Teachers assume students are just as loyal listeners who were not given the opportunity to develop himself according to his ability. A lot of teaching and learning activities that are inconsistent with the general objectives of education concerning the needs of students in learning, community use of schools and subjects being studied. Teachers enter the classroom not knowing a definite goal, which is important in order to abort the obligation. Idealism becomes faded when faced was still a child and lost in the experience. Many teachers are reluctant to increase his personal qualities with the habit of reading to broaden your horizons. Rarely also regularly go to the library to see the development of science.Habit of buying books becomes a habit that is impossible because the teacher had been satisfied to teach by using the worksheets (Student Activity Sheet) in the form of questions and a little summary of the material. Can see a list of visitors in the school library or in public libraries, teachers rarely give an example to visit the library regularly. More and more visitors to the school uniform rather than uniform PSH. We still have to "Khusnudhon" that the home they subscribe to a daily newspaper every morning ready to eat. But there are also concerns that the more widely read is the news that crime is ranked first in the newspapers and television news. Meanwhile, news of education, new discoveries are not interesting to read and not attract attention. Reading habits are hard to do especially the habit of writing becomes more impossible. This is a regrettable reality that field. Facilities and infrastructure supporting lesson inadequate, especially in remote areas. But this is no excuse that by means of a minimpun can be exploited to the maximum extent possible so get good results. Sometimes we also have to wear the economic principle that was to bring progress. What is often met by existing facilities but not utilized by the best. World map on display just in front of the class, globe or globes are left to rust never touched, textbooks diperpustakaan eaten by termites, the means of practice in the laboratory just stored neatly in the cupboard never been used. Existing teaching media are not to be damaged or corroded because of the saved. Better damaged because it is used for student practice. Teachers forced to be more creative and innovative in the use of existing facilities and media for the sake of improving education quality. Schools also do not have to rely on assistance from the government considering the needs of each school are not the same. Teachers who lack the level of welfare resulting in many teachers who are lazy to excel because of busy lives to seek additional requirement that the more severe.Educational budget of at least 20% should be implemented and championed fatherly plus because education involves the survival of a nation. If the level of well-being considered, the concentration of teachers in teaching will be more devoted to students. Upgrading and training are absolutely necessary in order to enhance the knowledge, insight and competence of teachers. This activity need not cost you a bit, but the results will also be balanced, if implemented properly. If the activities of upgrading, training and debriefing is not done, teachers will not be able to develop themselves, not creative and tend to what it is. This trend coupled with the absence of stimulus from the government or officials of the teaching profession. Stimuli that can be an appreciation of outstanding teachers or teachers who are innovative in teaching and learning. Teachers should be given flexibility in determining exactly what is conceived, thought out, considered, planned and implemented in everyday teaching, because in the hands gurulah student success is determined, not by the Regents, Governor, Mayor, Supervisor, Principal and even the President though. Absolute do when beginning to become a teacher is to understand the general purpose of education, understanding the character of students with various differences behind them. It is important to understand that students Study abroad in many different ways, some students respond to a lesson in logical form, some more learning through problem solving (problem solving), some like to study alone rather than in groups. How students learn is different, requiring different ways of learning approaches.Teachers should use various approaches so that children do not get bored quickly.The ability of teachers to perform a variety of approaches to learning need to be sharpened and enhanced. Do not be quick to feel satisfied after teaching, but see the results obtained after teaching. Have accordance with the general objectives of education. There should also be studied translation of the curriculum is taught ang used for when the class is not melencenga of GBBP / curriculum that has been determined. Teachers also need to equip themselves with knowledge of educational psychology in the face of students who berneka range. Because the task of the teacher not only as teachers, but also as educators who will shape the soul and personality of students.Forward and backward a nation depends on the success of teachers in educating their students. The government also must always consider the welfare of teachers, because the absolute necessity of a prosperous condition in order to work well and enhance professionalism. Increasingly strong demand for professionalism of teachers not only take place in Indonesia, but in developed countries. Like the United States, the issue of teacher professionalism tyahun busy talking in the mid-1980s. Leading journal of management education, Educational Leadership in March 1933 issue of lowering a report on the demands of professional teachers. According to the Journal, to be professional, a teacher has to have five things, namely: 1) Teachers are committed to students and their learning. This means that teachers are the highest commitment to the interests of their students. 2) Teachers have control over in-depth material / subjects taught and how to teach it to students. For teachers, this meryupakan two things that can not be separated. 3) Teachers are responsible to monitor students' progress through various techniques of evaluation, from how the observation of student behavior until there achievement test. 4) Teachers are able to think systematically about what they do, and learn from experience. This means that there must always be time for teachers to hold reflection and correction of what he has done. To be able to learn from experience, he must know what is right and wrong, good and bad effects on students' learning process. 5) The teacher should be part of the learning society in the environmental profession, for example PGRI and other professional organizations (Supriadi, 1999:98). In the applicative context, teachers 'professional competence can be manifested in teachers' mastery of ten, which includes: 1) Mastering the material, including: a) control subjects in the curriculum materials, b) control enrichment materials / supporting fields of study. 2) Managing the teaching and learning programs, including: a) formulate learning objectives, b) know and use appropriate learning procedures, c) implement teaching and learning programs, d) recognize the ability of their students. 3) Managing the classroom, including: a) arrange for a classroom lesson, b) create a climate of learning and teaching to match. 4) Use of media or sources, including: a) identifying, selecting and using media, b) create a simple tool, c) use the library in the teaching-learning process, d) using a micro teaching for the introduction of the program unit field. 5) Mastering the foundations of education. 6) Managing the interactions of teaching and learning. 7) Assess student achievement for the sake of learning.
       Know the functions of guidance and counseling services in schools, including: a) know the functions and services guidance and counseling program, b) provide guidance and counseling services. 9) Identify and maintain the administration of the school. 10) Understand the principles and interpret results of educational research for purposes of teaching (Suryasubrata 1997:4-5).
The concept of Quality Education The process of quality education is determined by various dynamic elements that will exist within the school and its environment as a unified system. According to Townsend and Butterworth (1992:35) in his book Your Child's Scholl, there are ten key factor realization of quality education process, namely: 1) the effectiveness of principal leadership 2) participation and sense of responsibility of teachers and staff, 3) teaching-learning process effective, 4) staff development terpogram, 5) relevant curriculum, 6) have a clear vision and mission, 7) school climate conducive
       self-assessment of strengths and weaknesses, 9) effective communication both internally and externally, and 10) parental involvement and community intrinsically. In a broader concept, quality of education has a meaning as a process and outcome levels of education as a whole are determined in accordance with the approach and specific criteria (Surya, 2002:12). In the context of education, the notion of quality includes input, process and output of education (Ministry of Education, 2001:5). Input education are all things that should be available as needed for the process. The process of education is changing something into something else by integrating school inputs so as to create an enjoyable learning situation (learning enjoyable), to encourage motivation and interest in learning, and really be able to empower learners. The output of education is a school performance that can be measured by the quality, effectiveness, productivity, efficiency, innovation, and moral works. Based on the concept of quality of education then dpaat understood that the development of education is not only focused on providing educational input factors but also should pay more attention to the educational process .. Predictive factors of education is an absolute must exist within the limits - a certain extent but not a guarantee can automatically improve the quality of education (school resources are Necessary but not sufficient condition to improv student achievement). During 2002 the world of education is marked by many changes that come repeatedly, in unison, and with a very high frequency. Socialization unfinished changes that one, come other changes. Some of the innovations that dominates the stage of education during 2002, among others, is based Education Area (PBL / BBE) with his life skills, Competency-Based Curriculum (CBC / CBC), School-Based Management (SBM / SBM), National Final Examination (UAN) Exams replacement, formation of the school board and board of education districts. Each update has its own story and problematic. Interesting phenomenon is that the changes generally have the same nature, ie, using word-based (based). When observed further, the changes are "based" is generally from top to bottom: from the center to the regions, from top level management at the school, from government to society, of something nationally towards a local nature.Other terms are popular and have the same nuance as "based" is empowerment (empowerment), grass roots (grass-root), from bottom to top (bottom up), and the like. What does that mean? Consider just the labels change these days milling about in the world of national education (sometimes understood in various ways): school-based management (school based management), school-based quality improvement (school-based quality improvement), competency-based curriculum (competence based curriculum), teaching / training competency-based (competence-based teaching / training), a broad-based education (broad-based education), community-based education (community-based education), class-based evaluation (classroom-based evaluation), evaluation based on student (student-based evaluations) also known as portfolio evaluation, management of locally based education (local educational based management), financing for community-based education (community-based educational financing), Internet-based learning (internet-based learning), curriculum unit level of education (SBC) and who knows what else. Fullan & Stiegerbauer (1991: 33) in "The New Meaning of Educational Change" noted that every year teachers are dealing with about 200,000 types of affairs with different characteristics and it is a source of stress for them. Maybe not strange that many teachers reported experiencing stress and saturated. Supriya (2002:17) says: "people who study the theory of diffusion of innovation would soon know that any change or innovation in any field, including in education, require steps that are designed with care since the idea was developed to be". Since its inception, various conditions need to be taken into account, starting substance of innovation itself to local conditions where innovation could be implemented. In essence, a fundamental change, involving many parties, and with a broad scale will always take time. An innovation should be clear criteria, measurable and realistic targets, and provided benefits for those who carry it out. Acceleration step can be done, but with great risk of failure due to lack of innovation that is fully internalized by the implementer. We assess that many educational innovations being launched in Indonesia today are violate these principles, in addition to conceptually "birth defect", all in a hurry, almost instantaneous, the target is not realistic, based on the linear assumption as if an innovation will roll smoothly once launched, and implicitly loaded obsession for the sake of instilling "political asset" in the future.
I. CONCLUSION Education policy should be supported by education actors who are in the forefront in the education of teachers through their interactions. Efforts to improve the quality of education needs to be done in stages with reference to the strategic plan. The involvement of all components of education (teacher, principal, community, the School Committee, Board of Education, and isntitusi) in the planning and realization of educational programs that launched urgently needed in order to streamline the achievement of goals. Implementation of teachers' professional competence is absolutely necessary along regional autonomy, khsususnya education. Professional competence of teachers would be realized if teachers have an awareness and commitment in managing the teaching-learning interaction on the micro level, and has contributed to efforts to improve the quality of education at the macro level. One of the professional improvement of teachers is through teaching supervision.Implementation of supervision of teaching needs to be done systematically by the school principal and school superintendent aims to provide guidance to teachers for to carry out their duties effectively and efficiently. In practice, both school principals and supervisors using the observation sheet that contains aspects that need to be considered in improving teacher performance and school performance. To supervise the teachers used observation sheet in the form of teacher capability assessment tool (APKG), while for supervising the performance of schools conducted by looking across the field of academic, student, personnel, finance, facilities and infrastructure, and public relations. Implementation of teachers' professional competence requires teachers to be able to enhance the role that is owned, either as informatory (informer), organizer, motivator, director, initiator (the initiator of the initiative), the transmitter (the router), facilitators, mediators, and evaluators that are expected to develop competence. Realizing the ideal conditions in which the professional ability of teachers to implement regional autonomy in line, not an easy thing. This is because the actualization of the ability of teachers depends on the various components of education systems collaborate. Therefore, the correlation of various components of education will determine the implementation of the ability of teachers to be able to manage effective learning, in line with Unesco direkomendasiklan learning paradigm, "learning to learn (learning to know), learning to work (learning to do), learn to live together (learning to live together), and learn to be themselves (learning to be). "
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