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"ABSTRAKPenelitian ini bertemakan peranan pengawas pendidikan untuk meningkatkan inovasi pembelajaran guru dalam proses belajar mengajar Tema ini diangkat didasarkan pada fenomena bahwa di lapangan masih terdapat kelambatan dalam melakukan inovasi pembelajaran Tujuan dari penelitian ini adalah untuk mengetahui sejauhmana peranan pengawas dalam upaya meningkatkan inovasi pembelajaran dan untuk mengetahui penyebab rendahnya inovasi pembelajaran Penelitian ini mengunakan metode kualitatif dan tehnik pengumpulan data menggunakan wawancara Inovasi pembelajaran merupakan suatu proses pembentukan kreatifitas guru dalam melakukan perubahan dalam sistim pembelajaran untuk ketercapaian tujuan pembelajaran Perubahan tersebut mengarah pada menyusun perencanaan pembelajaran pemilihan dan pembuatan media serta kemaampuan menggunakan teknologi informasi internet sebagai media untuk memperoleh bahan ajar Kemampuan guru untuk melakukan proses inovasi tentunya berbeda beda Perbedaan kemampuan itu diperlukan peranan pengawas pendidikan untuk membina dan membimbing guru dalam melakukan inovasi pembelajaran Proses pelaksanan inovasi pendidikan terkadaang mengalami hambatan Hambatan pelaksanaan inovasi tersebut dipengaruhi aspek kualitas sumberdaya manusia dukungan komite sekolah faktor pemimpin sekolah dan sistim birokrasi pemerintahan daerah

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ABSTRACTThe theme of this research is the role of education supervisor to increase learning innovation in learning teaching process This theme based on the fact in some schools there is delays to learning innovation The purposes of these studies are to know the role of supervisors to increase learning innovation and the cause of low learning innovation This study uses qualitative methods and techniques of data collection use interviews Learning innovation is a process of teacher s creativity to change the system of learning for the achievement of learning objectives The changes are led at composing planning of learning the selection manufacture of media the using technology of information internet as media for obtain teaching materials The ability of teacher in process of innovation is certainly different So the role of education supervissor to guide teachers in teaching innovation is necessary to overcome those problem The process of education innovation sometimes have problems The problem of implementation of these innovations is influenced by human resources school committee support school leaders and bureaucracy system "

"Guru merupakan faktor yang berperan dalam mengembangkan kreativitas siswanya. Upaya yang dilakukan guru dalam mengembangkan kreativitas siswanya disebut creativity-fostering teacher behavior. Penelitian ini bertujuan untuk melihat hubungan antara kepribadian Big Five dan creativity-fostering teacher behavior pada guru sekolah dasar di Jakarta, Bogor, Depok, Tangerang, dan Bekasi (Jabodetabek). Pada penelitian ini, instrumen pengukuran yang digunakan adalah Big Five Inventory (BFI) (John, 1990) dan Creativity-Fostering Teacher Index (CFTIndex) (Soh, 2000) dengan 131 guru sebagai partisipan. Hasil penelitian menunjukkan bahwa dimensi kepribadian openness, conscientiousness, extraversion, dan agreeableness dan creativity-fostering teacher behavior berkorelasi negatif signifikan (r(131) = -.328 ; -.252 ; -.263 ; -.214, p < 0.05, two-tailed, serta dimensi kepribadian neuroticism dan creativity-fostering teacher behavior ditemukan tidak berhubungan (r(131) = .132, p < 0.05, two-tailed). Hasil penelitian ini menunjukkan bahwa tinggi rendahnya skor kepribadian guru pada dimensi openness, conscientiousness, extraversion, dan agreeableness berlawanan dengan tingkat perilaku guru yang mengembangkan kreativitas siswanya dan tinggi rendahnya skor kepribadian guru pada dimensi neuroticism tidak berhubungan dengan perilaku guru yang mengembangkan kreativitas siswanya.

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Teachers are the factors that play a role in fostering the creativity of their students. Efforts made by the teacher to foster the creativity of their students are called creativity-fostering teacher behavior. This study aims to see the relationship between Big Five personality and creativity-fostering teacher behavior in elementary school teachers in Jakarta, Bogor, Depok, Tangerang, and Bekasi (Jabodetabek). In this study, the measurement instruments used were the Big Five Inventory (BFI) (John, 1990) and the Creativity-Fostering Teacher Index (CFTIndex) (Soh, 2000) with 131 teachers as the participants. The results showed that the personality dimensions of openness, conscientiousness, extraversion, agreeableness and creativity-fostering teacher behavior had a significant negative correlation (r(131) = -.328; -.252; -.263; -.214, p < 0.05, two-tailed), as well as the personality dimensions of neuroticism and creativity-fostering teacher behavior were found to be unrelated (r(131) = .132, p < 0.05, two-tailed). The results of this study indicate that the teacher's personality score on the dimensions of openness, conscientiousness, extraversion, and agreeableness contrasts with the level of teacher behavior that develops student creativity, and the teacher's personality score on the neuroticism dimension is not related to teacher behavior that develops student creativity."

"The book focuses on three big, well-researched ideas related to creativity training, divergent thinking, intrinsic motivation, and the CPS model of creative problem solving, and shows how to apply these ideas in designing lessons that promote creativity as well as encourage the development of content-based skills and knowledge. The book is written in a way that makes it easy for teachers to make these ideas their own, with many examples for use in K-12 classrooms.;The book focuses on three big, well-researched ideas related to creativity training, divergent thinking, intrinsic motivation, and the CPS model of creative problem solving, and shows how to apply these ideas in designing lessons that promote creativity as well as encourage the development of content-based skills and knowledge. The book is written in a way that makes it easy for teachers to make these ideas their own, with many examples for use in K-12 classrooms."

"Penelitian ini dilakukan untuk melihat hubungan antara creative self-efficacy CSE dengan innovative work behavior IWB pada guru sekolah Dasar SD . Terdapat dua dimensi dari creative self-efficacy yaitu creative thinking self-efficacy dan creative performance self-efficacy. Innovative work behavior memiliki lima dimensi yaitu opportunity exploration, idea generation, idea promotion, idea realization dan reflection. Penelitian ini merupakan penelitian korelasional dengan pengambilan data menggunakan survei. Pengukuran CSE menggunakan alat ukur Revised Model of CTSE II and CPSE II yang disusun oleh Abboutt 2010 dan pengukuran IWB menggunakan Innovative Work Behavior Scale yang disusun oleh Messmann dan Mulder 2012 . Partisipan penelitian ini berjumlah 105 guru SD. Teknik statistik yang digunakan pada penelitian ini adalah Pearson Correlation. Hasil dari penelitian ini menunjukan bahwa dimensi dari creative self-efficacy yatu creative thinking self-efficacy da creative performance self-efficacy secara keseluruhan memiliki hubungan yang signifikan dengan keseluruhan dimensi dari innovative work behavior yang dilihat dari korelasi tiap dimensi. Diharapkan dengan tingginya nilai creative self-efficacy, innovative work behavior pada guru juga semakin tinggi.

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This research was conducted to examine the relationship between creative self efficacy and innovative work behavior among elementary school teacher. Creative self efficacy consists of two dimensions, creative thinking self efficacy and creative performance self efficacy. Innovative work behavior consists of five dimensions, which is opportunity exploration, idea generation, idea promotion, idea realization, and reflection. Creative self efficacy was measured using Revised Model of CTSE II and CPSE II and innovative work behavior was measured using Innovative Work Behavior Scale. Total participant of this study was 105 elementary school teacher. Pearson Correlation was used to measure the correlation in this research. Results indicated that creative self efficacy's dimensions, which is creative thinking self efficacy and creative performance self efficacy are related to all of innovative work behavior's dimensions. Teacher with high creative self efficacy are expected to have high innovative work behavior. "