NOVATEUR PUBLICATIONS JournalNX- A Multidisciplinary Peer Reviewed Journal ISSN No: 2581 - 4230 VOLUME 6, ISSUE 7, July -2020 106 | Page IMPLEMENTATION OF CLINICAL SUPERVISION TO IMPROVE TEACHER PERFORMANCE IN MANAGING LEARNING IN TK DUNGALIYO GORONTALO DISTRICT ERNI, ABDUL RAHMAT, RUSLIN BADU, RUSDIN DJIBU Gorontalo State University Email: Erniahmad@gamil.com; abdulrahmat@ung.ac.id ABSTRACT: Implementation of clinical supervision by supervisors can make an important contribution in improving teacher performance in managing learning that refers to the functions, principles, goals and procedures for implementing optimal supervision. Supervisors need to have professional competence which is the ability to carry out supervision effectively, efficiently and include all activities related to improving teaching and learning as a service to teachers. Overall improvements need to be made to various aspects that lead to less than optimal implementation of clinical supervision such as the reluctance to be supervised and not fully open to the supervisor for the deficiencies and obstacles encountered in learning during initial meetings or pre-observations, influenced by fear, lack of confidence, giving rise to the impression and perception of the teacher, that the supervisor is only a mere assessment activity by looking for weaknesses or weaknesses that the teacher has in learning. KEYWORDS: Implementation, Clinical Supervision, Supervisors, Teacher Performance. INTRODUCTION: The development of science, technology, and socio-economic community can further broaden the variety of approaches to teacher capacity building. Generally known, supervision is carried out by supervisors by conducting class visits. The supervisor examines the teacher's preparation for teaching and comments on the teaching preparation made by the teacher. Next, observe teaching and record everything regarding the implementation of learning conducted by the teacher. The observations are discussed with the teacher; The supervisor gives comments to the teacher about things that need to be improved. Such a supervision approach is not always carried out in its entirety. Supervision is often done only until the stage of checking the learning plan or observing the implementation teacher learning in class. Supervision should be carried out in order to guarantee quality learning. That is, that the success of the supervision is measured by increasing student learning achievement. Tenriningsih's research (2009) found that "there is a positive and significant direct relationship between teacher performance and student learning achievement and there is a positive and significant direct relationship between student learning achievement through teaching supervision". This means that the higher the teacher's performance, the higher the student's learning achievement. Therefore, to