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The Effectiveness of Utilizing Information and Communication Technology in Instructional Supervision with Collegial Discussion Techniques for the Teacher’s Instructional Process and the Student’s Learning Outcomes

Author

Listed:
  • Bambang Budi Wiyono

    (Educational Administration Department, Faculty of Education, Universitas Negeri Malang, Malang 65145, Indonesia)

  • Samsudin

    (Educational Management Study Program, Faculty of Education, Universitas Negeri Malang, Malang 65145, Indonesia)

  • Ali Imron

    (Educational Administration Department, Faculty of Education, Universitas Negeri Malang, Malang 65145, Indonesia)

  • Imron Arifin

    (Educational Administration Department, Faculty of Education, Universitas Negeri Malang, Malang 65145, Indonesia)

Abstract

Information and communication technology has been widely used in educational activities, not only in the learning process but also in the teachers’ professional development programs. One of the most popular applied supervision techniques is teacher collegial discussion. Students’ learning outcomes are largely determined by the quality of the teacher’s instructional process, and the quality of the teacher’s instructional process is influenced by the effectiveness of supervision. However, there has not been much research on its effectiveness in development programs and their effects on student learning outcomes. This study aimed at examining the effectiveness of utilizing ICT in collegial discussions as an instructional supervision technique for the teachers’ teaching process and students’ learning outcomes. This research was conducted in the District and Malang City with a sample of 787 junior high school teachers selected randomly from 20 schools. The study used a descriptive correlational research design, and Structural Equation Modeling (SEM) is applied to deal with its data analysis. The results showed that collegial discussion as an instructional supervision technique affected the quality of a teachers’ instructional process. Implementation of ICT in collegial discussions had an effect and a higher coefficient value than the collegial discussions. The utilization of ICT in collegial discussions also affects the intensity of the utilization of ICT in teachers’ instructional processes. Quality of teaching and the utilization of ICT in a teachers’ instructional process had significant effects on student learning outcomes.

Suggested Citation

  • Bambang Budi Wiyono & Samsudin & Ali Imron & Imron Arifin, 2022. "The Effectiveness of Utilizing Information and Communication Technology in Instructional Supervision with Collegial Discussion Techniques for the Teacher’s Instructional Process and the Student’s Lear," Sustainability, MDPI, vol. 14(9), pages 1-16, April.
    • Handle: RePEc:gam:jsusta:v:14:y:2022:i:9:p:4865-:d:796653
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    References listed on IDEAS

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    1. Bambang Budi Wiyono & Ach. Rasyad & Maisyaroh, 2021. "The Effect of Collaborative Supervision Approaches and Collegial Supervision Techniques on Teacher Intensity Using Performance-Based Learning," SAGE Open, , vol. 11(2), pages 21582440211, April.
    2. Kazi Enamul Hoque & Husaina Banu Bt Kenayathulla & Malar Vili D/O Subramaniam & Reazul Islam, 2020. "Relationships Between Supervision and Teachers’ Performance and Attitude in Secondary Schools in Malaysia," SAGE Open, , vol. 10(2), pages 21582440209, May.
    3. Adel Ben Youssef & Mounir Dahmani, 2008. "The Impact of ICT on Student Performance in Higher Education: Direct Effects, Indirect Effects and Organisational Change," Post-Print halshs-00936560, HAL.
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