Improving Teachers' Pedagogical Competence in Planning Accommodative Learning for Students with Special Needs through the Principal's Academic Supervision in an Inclusive Kindergarten

Abstract

This study aims to improve teachers' pedagogical competence in designing accommodative learning plans for students with special needs through the principal's academic supervision. The study is based on the need to strengthen teachers' ability to develop inclusive lesson plans that accommodate the diverse learning needs of children with special needs in an inclusive kindergarten setting. Academic supervision is expected to provide systematic guidance that enhances teachers' competence in planning effective and inclusive instruction. This study employed School Action Research (SAR) based on the Kemmis and McTaggart model, consisting of the stages of planning, action, observation, and reflection. The participants were two teachers at TK Negeri Handayani Pulau Sapi who were responsible for planning accommodative learning for students with special needs. Data were collected through observation, academic supervision, documentation, and field notes. The data were analyzed using descriptive quantitative and qualitative techniques to evaluate improvements in teachers' pedagogical competence throughout the intervention. The findings indicate that systematic and continuous academic supervision improves teachers' pedagogical competence in planning accommodative learning for students with special needs. In the pre-cycle stage, the average academic supervision score is 63.5, while the average pedagogical competence score is 65.5, indicating that teachers' competence is at a fair level and requires further professional support. Following the implementation of academic supervision in Cycle I, both scores increase to 83, reflecting a good level of competence. Through classroom observations, professional discussions, mentoring, and constructive feedback on instructional planning, teachers demonstrate a better understanding of formulating learning objectives, selecting appropriate teaching methods, utilizing instructional media, and developing assessments that accommodate the characteristics of students with special needs. In Cycle II, more intensive mentoring, reflective supervision, and continuous revision of instructional plans further enhance teachers' competence. The average academic supervision score increases to 97.5, while the average pedagogical competence score reaches 96.5, both classified as very good. These findings demonstrate that the principal's academic supervision is an effective strategy for improving teachers' pedagogical competence in planning accommodative learning within an inclusive kindergarten.