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Abstract
The purpose of this research was to determine the relationship between chemistry Teacher Deliberation (MGMP) activities and academic supervision with performance assessment (PKG). It uses a quantitative approach with descriptive methods and correlation techniques. Data were obtained from a sample of 54 chemistry teachers from all Senior High School in Banjarmasin using a questionnaire that tested for validity and reliability. Data were analyzed to determine the relationship between variables using Pearson product-moment and multiple correlations. The results showed there was a positive relationship between MGMP chemistry activities and performance assessment. There was also a positive relationship between academic supervision and performance assessment, as well as between MGMP activities and academic supervision with performance assessment. There is a need for learning to shift from the teacher to the student center as an implication of adopting the 2013 curriculum.
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Copyright @2017. This is an open-access article distributed under the terms of the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License (http://creativecommons.org/licenses/by-nc-sa/4.0/) which permits unrestricted non-commercial used, distribution and reproduction in any medium
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