Revealing the Influence of Teacher Supervision on Student Behavior During Assignments: A Qualitative Case Study

Abstract

This study examines the effect of teacher supervision on student behavior when working on Indonesian language assignments in grade 2 of SDN Lesanpuro 3, East Java, with 30 students as participants and one teacher as a resource person. Using a qualitative case study approach, data were collected through observation and semi-structured interviews, then analyzed thematically. The results showed that the combination of direct supervision (walking around and giving feedback) and indirect supervision (monitoring from a distance) proved effective in increasing student focus, motivation, and responsibility, although there were variations in individual responses. Teachers adapted according to student needs and created a supportive
learning atmosphere. This study contributes to the development of adaptive supervision strategies and strengthening character education in elementary schools. The practical implications of this study are the need for teachers to continue to adjust supervision strategies
according to student needs, build positive relationships, and provide space for students to learn from mistakes. For further research, a broader study can be developed involving more classes and variations in student character, as well as considering external factors such as
family environment and technology. This study has limitations in the scope of the study which is limited to one class (Grade 2) and one teacher at SDN Lesanpuro 3, so the findings cannot be generalized widely. However, the results of this study provide an important contribution to the development of adaptive learning strategies and are oriented towards strengthening students' characters at the elementary school level.