AbstrakTaksonomi Bloom ranah kognitif merupakan salah satu kerangka dasar untuk pengkategorian tujuan-tujuan pendidikan, penyusunan tes, dan kurikulum. Tingkatan taksonomi Bloom yakni: (1) pengetahuan (knowledge); (2) pemahaman (comprehension); (3) penerapan (application); (4) analisis (analysis); (5) sintesis (synthesis); dan (6) evaluasi (evaluation). Tingkatan-tingkatan dalam taksonomi tersebut telah digunakan hampir setengah abad sebagai dasar untuk penyusunan tujuan-tujuan pendidikan, penyusunan tes dan kurikulum. Revisi dilakukan terhadap Taksonomi Bloom, yakni perubahan dari kata benda (dalam Taksonomi Bloom) menjadi kata kerja (dalam taksonomi revisi). Perubahan ini dibuat agar sesuai dengan tujuan-tujuan pendidikan. Tujuan-tujuan pendidikan mengindikasikan bahwa siswa akan dapat melakukan sesuatu (kata kerja) dengan sesuatu (kata benda). Revisi dilakukan oleh Kratwohl dan Anderson, taksonomi menjadi: (1) mengingat (remember); (2)

This research aims to determine: (1) the processes of instructional management based on Curriculum 2013; (2) the constraints faced; and (3) the efforts of its solution in Elementary School in Malang City, Indonesia. This research used a qualitative approach. The research instrument is the researcher himself. Data collected by means interview, observation, and documentation. Informants in this research are supervisors, principals, and teachers. The findings of the research indicate: (1) the process of instructional management applied is from lesson activities plan, the implementation of learning activities, and learning evaluation; (2) the constraints faced by the teachers lesson plans are still not referring to the Curriculum 2013; application of learning the scientific approach by teachers less than optimal; teachers are less than optimal in applying the learning model; and teachers are not optimal assess student learning outcomes that cover three domains of learning that is the attitude, knowledge, and skills; and (3) an alternative solution of the problems faced is the need to organize assistance activities to teachers on the implementation of Curriculum 2013, which discusses the lesson plan, teaching models, scientific approach, and assessment of student learning outcomes.

Persistence for achievement reflected from the willingness and determination of principal to implement quality leadership will facilitate the improvement of teachers’ performance, and the two will be the determinant factors for the students’ ultimate achievement. This study aims at analyzing empirical data on the effect of instructional, transformational and spiritual leadership as independent variables, with school quality as the dependent variable. In addition, the intervening variable is teachers’ performance. This study employed the quantitative approach in which samples of 181 teachers were re taken using the proportional random sampling technique. All data were then analysed using the SEM technique with the AMOS 24 application. The findings show that: (1) there is a direct effect of instructional leadership on teachers’ performance, transformational leadership on teachers’ performance, spiritual leadership on teachers’ performance, instructional leadership on students’ achievement, transformational leadership on students’ achievement, spiritual leadership on students’ achievement, and teachers’ performance on students’ achievement. In addition, (2) there is an indirect effect of instructional leadership on students’ achievement through teachers’ performance, transformational leadership on students’ achievement through teachers’ performance and spiritual leadership on students’ achievement through teachers’ performance.

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Key words: Alternative Approaches, Teaching SupervisionAbstrak Supervisi pengajaran bertujuan mengembangkan situasi pengajaran yang lebih baik, membimbing pengalaman mengajar guru, dan membantu guru menilai kemajuan siswa. Pemberian motivasi supervisor kepada guru dapat menjadi potensi untuk peningkatan komitmen guru. Para ahli mengemukakan berbagai macam pendekatan supervisi dan dimensi dalam mengklasifikasi guru, sehingga supervisor dapat memilih pendekatan dan gaya dalam melaksanakan supervisi. Berbagai pendekatan yang dikemukakan oleh ahli mencakup supervisi klinis, pendekatan direktif, pendekatan nondirektif, pendekatan kolaboratif, pendekatan informal, kolegial, dan individual dihubungkan dengan dimensi guru mencakup tingkat perhatian guru, tingkat tanggung jawab, kematangan kepribadian, dan kompleksitas kognitif guru akan memberikan berbagai bentuk rekomendasi pendekatan alternatif dalam pelaksanaan supervisi.Kata Kunci: Pendekatan Alternatif, Supervisi Pengajaran * Imam Gunawan adalah Dosen Prodi PGSD IKIP PGRI Madiun A. PENDAHULUANPerkembangan ilmu pengetahuan dan teknologi yang semakin pesat menuntut lembaga pendidikan untuk lebih dapat menyesuaikan dengan arus perkembangan tersebut. Personil sekolah yang memadai kemampuannya menjadi