TIRTA: Coaching Academic Supervision of Mathematics Teacher Performance

Abstract

This research aims to find out the problems of mathematics teachers, help teachers find new formulas for learning, evaluate the implementation of academic supervision coaching in improving the performance of mathematics teachers.   This type of research uses descriptive qualitative with a case study research design in academic supervision coaching TIRTA Flow (Goals, Identification, Action Plan, Responsibilities). Research subjects included mathematics teachers from grades VII-IX.   The research location is UPT SMPN 2 Pringsewu.  Data collection through interviews, observation and documentation.  The data analysis procedure is data reduction, data presentation and drawing conclusions. The implementation of coaching in academic supervision includes several stages, namely the pre-observation stage; learning objectives, development areas to be achieved, and strategies prepared. Observation stage; observation I (comfortable learning environment, positive communication, application of discipline, providing motivation), observation II (opening, social emotional content, approach, learning strategies, closing), observation III (giving feedback and carrying out assessments), post-observation stage; reflection, follow-up plans, and self-development plans; Data was obtained from 4 teachers whose initial category was moderate to good, from 70% to 80%, so it can be concluded that coaching in academic supervision can improve the performance of mathematics teachers.