Increase The Ability of Teachers to Apply Inquiry Learning Strategies Through Supervision Academic Based Coaching

Abstract

This study aims to determine the improvement of teachers' teaching ability in science subjects in applying inquiry learning strategies (SPI) through the application of coaching-based academic supervision. The subjects in this study were 5 teachers of science subjects in Class X of SMAN 1 Bireuen for the 2021/2022 school year, with the focus of the research being the ability of teachers to compile learning implementation plans (RPP), carry out learning with SPI, and classical completeness of students in learning. The research design uses a school action research design as many as 2 cycles with stages of planning, action, observation, and reflection. In the first cycle, the average ability of teachers to compile lesson plans reached a score of 75.71%, the ability of teachers to carry out learning with SPI reached a score of 67.50%, and there were 2 classes with classical completion with classical completion below 85% with an overall average of 89.52%. In cycle II, the results achieved were that the average ability of teachers to compile rpp reached a score of 97.14%, the teacher's ability to carry out SPI learning reached 87.22%, and the percentage of classical completion of students at least 85.71% in only one class. Thus, the results of this study show that the application of coaching-based academic supervision can improve the ability of teachers to apply inquiry learning strategies.

Keywords

• inquiry learning strategies, academic supervision, coaching