Integrated Cognitive Guidance For Teachers In Improving School Performance: Perspective On Cases In Indonesia

Abstract

The purpose of this study was to obtain a theoretical concept of continuous learning improvement based on cognitive guidance. This study uses a qualitative method. This research was conducted on 20 Principals of State Elementary Schools with at least 10 years of teaching experience. Determination of informants in this study using the purposive sampling method. The main focus of this research is to analyze the authority and guidance of school principals in the implementation of learning supervision on the quality of the learning process carried out by teachers in improving school performance. Researchers conducted observations, interviews, and documentation in the context of collecting research data and using triangulation methods to obtain data validity. The research findings in this study are a concept of integrated cognitive guidance theory in learning supervision. This integrated cognitive guidance provides a breakthrough because the role of the principal as a learning supervisor guides the form of solving problems in the learning process based on the experience of the supervisor through discussions so that an agreement on learning improvements is obtained. The role of school residents in this integrated cognitive guidance is to provide input for improvement in different perspectives in improving the improvement of the learning process.