ABSTRACT
This research analyzes the clinical supervision model of authentic assessment with the Peer Coaching Grow Me (PCGM) approach for MT (Madrasah Tsanawiyah, or Islamic school) teachers in Brebes District. The research method used was research and development. Data was obtained from the results of clinical supervision, needs analysis, model testing, and model validation. Data collection techniques used were questionnaires, interviews, documentation studies, observations, and Focus Group Discussions (FGDs). Test validity includes model validation by experts and practitioners. Qualitative descriptive analysis employed display data, reduction, verification, and conclusion. The results of the research are: (1) the latest factual model of clinical supervision scored low, with 56.83%; (2) the hypothetical model of clinical supervision scored high, with 84.45%; and (3) the final model of clinical supervision proved very feasible, with an 85.00% score of model validation results, model book, and guidance. Clinical supervision contributed to 26.67% of teachers’ capability in authentic assessment. The conclusion is that clinical supervision has been categorized as mediocre, theoretical, and has not reached practical level. The model of clinical supervision, however, is very important, as it effectively and efficiently emphasizes the following steps: goals, reality, options for what’s next, monitoring, and evaluation. Clinical supervision via PCGM can therefore be used by principals and supervisors to help teachers who have difficulties carrying out authentic assessment of the 2013 curriculum.
