Profesional Supervision Model: Development of Clinical Supervision Instruments for Teachers of Islamic Education Through a Multi-Faceted Rasch Model
This study aims to develop (i) clinical supervision instruments for Islamic Religious Education teachers, and (ii) know the validity and reliability of clinical supervision instruments for Islamic Religious Education teachers. This research follows a quantitative non-experimental design. The subjects of this study were the Islamic Religious Education teachers in Bekasi Regency in the 2019/2020 school year. A survey method was used with a questionnaire using rubrics. The instrument development steps were: synthesizing theories; formulating constructs; developing dimensions and indicators; compiling instrument lattices; compiling and writing items; validating theory and empiricism as well as revising; empirical trials and readability; calculating instrument reliability; conducting repair and communicate to experts; reassemble the items of valid and reliable instruments to be made the final instrument. In the theoretical trial phase (the construct validity testing phase involving instrument development experts, clinical supervision experts, and linguists), data from the expert assessment results were analyzed with the help of the Rasch Multi-Rater Facet (MRFR) using facet software assistance.
Keywords: clinical supervision, performance, multirater facet
 Nneka, G. and Foundations, E. (2009). Competencies Required by Primary School Supervisors: Basis for a Sustainable Universal Basic Education Programme, pp, 393- 406.
 Ozdemir, T. Y. and Yirci, R. (2015). A Situational Analysis of Educational Supervision in the Turkish Educational System. Educational Process: International Journal, vol. 4, issue 1, pp. 56–70, https://doi. org/10.12973/edupij.2015.412.5.
 Veloo, A., Komuji, M. M. A. and Khalid, R. (2013). The Effects of Clinical Supervision on the Teaching Performance of Secondary School Teachers. Procedia - Social and Behavioral Sciences, vol. 93, issue 2002, pp. 35–39, https://doi.org/10.1016/j.sbspro.2013.09.148.
 Situmorang, B. and Siburian, P. (2017). The Analysis of Headmaster of Sma’s Supervision Competence Guidance By Supervisor in Aceh Tengah District. Vol. 7, issue 6, pp. 24–26, https://doi.org/10.9790/ 7388-0706022426.
 Dunaway, D. M., Bird, J. J. and Wang, C. (2014). Superintendents’ Perceptions of the School Improvement Planning Process in the Southeastern USA. Vol. 42, issue 4, pp. 460–473, https://doi.org/10.1177/ 1741143213502186.
 Tyagi, R. S. (2009). Compare: A Journal of Comparative and International Education School − Based Instructional Supervision and the Effective Professional Development of Teachers. pp. 37–41, https: //doi.org/10.1080/03057920902909485.
 Olibie, E. I. (2016). European Journal of Education Studies Curriculum Competences Manifested by Public And Private Secondary School Administrators For Clinical Supervision In Anambra State. p. 1111.
 Okorji, P. N. and Ogbo, R. N. (2013). Effects of Modified Clinical Supervision on Teacher Instructional Performance. Vol. 4, issue 6, pp. 901–905.
 Taib, M. R. and Abdullah, Z. (2015). Clinical Supervision of Teaching Mara Junior Science College (MJSC), Malaysia, https://doi.org/10.1016/j.sbspro.2015.04.543.
 Burant, S. (2009).
 Sarfo, F. K. and Cudjoe, B. (2016). Supervisors’ Knowledge and Use of Clinical Supervision to Promote Teacher Performance. Vol. 4, issue 1, pp. 87–100.
 Rahabav, P. (2016). The Effectiveness of Academic Supervision for Teachers Efektivitas Pengawasan Akademik untuk Guru. Journal of Education and Practice Jurnal Pendidikan dan Praktik, vol.7, issue 9.
 Chidi, N. and Victor, A. A. (2017). Principals’ Supervisory Techniques as Correlates of Teachers’ Job Performance in Secondary Schools in Ebonyi State, Nigeria.
 Bessong, F. E. and Ojong, F. (2008). Supervision as an Instrument of Teaching – Learning Effectiveness: Challenge for the Nigerian Practice, vol. 7, issue 1, pp. 15–20.
 Uludag, U., et al. (2016). Uludag University, vol. 41, issue 11.
 Fteiha, A. (2017). The Effectiveness of Clinical Supervision on Technology Teachers’ Professional Development in Jerusalem a Case Study, vol. 7, pp. 11–23.
 Bulunuz, N., Goktalay, S. B. and Kesner, J. (2013). Clinical Supervision Model to Improve Supervisory Skills of Cooperating Teachers and University Supervisors during Teaching Practice Clinical Supervision Model to Improve Supervisory Skills of Cooperating Teachers and University Supervisors during
 (Safari, 2018)
 Bank, D. and Covacevich, C. (2014). Instrument for Assessing how to Select an Instrument for Assessing Student Learning.
 Kimberlin, C. L. and Winterstein, A. G. (2008). Validity and reliability of measurement instruments used in research. American Journal of Health-System Pharmacy, vol. 65, issue 23, pp. 2276–2284, https://doi.org/10.2146/ajhp070364.
 Mardafi, D. (2008). Teknik Penyusunan Instrumen Tes dan No Tes. Yogyakarta: Mitra Cendikia Press.
 Grounlund, N. E. (1985). Measurement and Evaluation in Resting (5th ed.). New York: Macmillan Publising Co, Inc.
 Kumaidi and Manfaat. (2016). Pengantar Metode statistika Teori dan Penerapannya dalam Penelitian Bidang Pendidikan dan Psikologi. Cirebon JawaBarat: Eduvision.
 Crocker, L. and Algina, J. (1986). Introduction to Classical and Modern Test Thoery. Ohio: Holt, Rinehart, Winston, Inc.
 Djaali and Muljono, P. (2008). Pengukuran Dalam Bidang Pendidikan. Jakarta: PT. Grasindo.
 Naga, D. S. (2013). Teori Sekor Pada Pengukuran Mental. PT Nagarani Citrayasa.
 Zhu, W., Ennis, C. D. and Chen, A. (2009). Measurement in Physical Education and Exercise Science Many-Faceted Rasch Modeling Expert Judgment in Test Development, (August 2013), 37–41, https: //doi.org/10.1207/s15327841mpee0201.
 Bajpai, S. and Bajpai, R. (2013). Goodness of Measurement: Reliability and Validity. International Journal of Medical Science and Public Health, vol 3, issue 2, DOI: 10.5455/ijmsph.2013.191120133.
 Gilbert, G. E. and Prion, S. (2016) Making Sense of Methods and Measurement: Lawshe’s Content Validity Index. Clinical Simulation in Nursing, vol. 12, pp. 530-531. http://dx.doi.org/10.1016/j.ecns.2016.08.002.
 Myford, C. M. and Wolfe, E. W. (2004). Detecting and Measuring Rater Effects Using Many-Facet Rasch Measurement: Part I. Journal of Applied Measurement, vol. 5, issue 2, pp. 189–227.
 Basturk, R. (2008). Applying the Many-Facet Rasch Model to Evaluate Powerpoint Presentation Performance in Higher Education. Assessment and Evaluation in Higher Education, vol. 33, issue 4, pp. 431–444, https://doi.org/10.1080/02602930701562775.
 Till, H., Myford, C. and Dowell, J. (2013). Improving Student Selection Using Multiple Mini-Interviews with Multifaceted Rasch Modeling. Academic Medicine, vol. 88, issue 2, pp. 216–223, https://doi.org/ 10.1097/ACM.0b013e31827c0c5d.
 Obinne, A. D. E. (2011). A Psychometric Analysis of Two Major Examinations in Nigeria: Standard Error of Measurement. Int J Edu Sci, vol. 3, issue 2.
 Popham, J. W. (2011). Assessment Literacy Overlooked: A Teacher Educator’s Confession. The Teacher Educator, vol. 46, issue 4, pp. 265-273, DOI: 10.1080/08878730.2011.605048.