Collaborative-Spiritual Academic Supervision: a Strategy for Teacher Competency Development in Madrasah
DOI:
https://doi.org/10.35723/jie.v11i2.720Keywords:
Academic Supervision, Teacher Competence, Professional Development, Madrasah StudentsAbstract
Academic supervision is a crucial component of teacher professional development; however, its practice in madrasahs extends beyond the mere monitoring of instruction to encompass mentoring, reflection, and the strengthening of teacher competencies. This study aims to analyze and describe academic supervision planning regarding teacher competency development, examine the supervision models and practices implemented in madrasahs, and analyze the implications of academic supervision for teacher competency development. A qualitative approach with a multisite study design was employed. Primary data were obtained from madrasah principals, teachers, and other stakeholders involved in the supervision process. While secondary data consisted of documents related to planning, implementation, evaluation, and follow-up. Data collection involved semi-structured interviews, participant observation, and document analysis. Data analysis was conducted through data condensation, data display, and conclusion drawing and verification, utilizing both within-site and cross-site analysis. Data validity was ensured through source and technique triangulation as well as continuous information verification. The results indicate that supervision planning is structured yet adaptable to the specific needs and conditions of the teachers. The supervision model integrates scientific, collegial, collaborative, and spiritual approaches with a GROWME-based coaching process that links observation, reflection, follow-up, monitoring, and evaluation. Supervision practices have evolved from a mere inspection-oriented pattern toward a professional relationship in which the supervisor acts as a consultant and facilitator. The implications of supervision are evident in the development of teachers' pedagogical, social, personal, and professional competencies, driven by the interplay between internal motivation and external support. These findings demonstrate that teacher competency development can be enhanced through supervision that integrates professional growth with spiritual values and moral responsibility. As this study was limited to the context of two madrasahs and utilized a qualitative approach, the findings cannot be statistically generalized.
References
Amelia, C., Aprilianto, A., Supriatna, D., Rusydi, I., & Zahari, N. E. (2022). The Principal’s Role as Education Supervisor in Improving Teacher Professionalism. Nidhomul Haq: Jurnal Manajemen Pendidikan Islam, 7(1), 144–155. https://doi.org/10.31538/ndh.v7i1.2075
Arifin, S., Sutama, S., Aryani, S. A., Prayitno, H. J., & Waston, W. (2023). Improving The Professional Teacher Competence Through Clinical Supervision Based on Multicultural Values in Pesantren. Nazhruna: Jurnal Pendidikan Islam, 6(3), 386–402. https://doi.org/10.31538/nzh.v6i3.4037
Azwardi, A. (2020). Academic supervision and work motivation as a contributing factor of teacher competence. Indonesian Educational Administration and Leadership Journal (IDEAL), 1(1), 71–82. https://doi.org/10.22437/ideal.v1i1.8879
Blömeke, S., Jentsch, A., Ross, N., Kaiser, G., & König, J. (2022). Opening up the black box: Teacher competence, instructional quality, and students’ learning progress. Learning and Instruction, 79, 101600. https://doi.org/10.1016/j.learninstruc.2022.101600
Creswell, J. W., & Poth, C. N. (2018). Qualitative Inguiry Research Design: Choosing amoung five approaches. USA: SAGE Publications.
Duras, F. L. (2022). Supervision Practices , Professional Learning Communities Practices , And School Performance in The Division of Eastern Samar. ELT Worldwide: Journal of English Language Teaching, 9(1). https://doi.org/10.26858/eltww.v9i1.32448
Effendi, A. (2023). Teacher Competency Improvement Efforts in the Preparation of Syllabus and Lesson Plans Through Ongoing Academic Supervision at SMP Negeri 6 Dumai. Journal of Educational Sciences, 7(3), 416. https://doi.org/10.31258/jes.7.3.p.416-424
Elipah, E. (2023). Peningkatan Kompetensi Profesionalisme Guru Melalui Supervisi Akademik. JP3 (Jurnal Pendidikan Dan Profesi Pendidik), 9(1), 34–46. https://doi.org/10.26877/jp3.v9i1.17361
Fitriyani, E. P., Supardi, K. I., & Amin, Y. (2021). Academic supervision for improving pedagogical competence of classroom teachers. Educational Management, 10(1), 86–90.
Glickman, C., Gordon, S., & Ross-Gordon, J. (2017). SuperVision and Instructional Leadership: A Developmental Approach. Pearson Education.
Glover, T. A., Reddy, L. A., & Crouse, K. (2023). Instructional coaching actions that predict teacher classroom practices and student achievement. Journal of School Psychology, 96, 1–11. https://doi.org/10.1016/j.jsp.2022.10.006
Gwynn, J. M. (1961). Theory and practice of supervision. Dodd Mead.
Husni, H. H., Aan, A. K., & Dedy, D. A. K. (2024). Optimalisasi Supervisi Akademik untuk Meningkatkan Kualitas Layanan Pendidikan. JPI (Jurnal Pendidikan Indonesia), 13(1), 173–179. https://doi.org/10.23887/jpiundiksha.v13i1.64443
Idammatussilmi, I., & Utaminingsih, E. S. (2023). Academic Supervision of Head of Madrasah Ibtidaiyah toward Improvement of Teacher Pedagogic Competence. ELEMENTARY: Islamic Teacher Journal, 11(2), 137. https://doi.org/10.21043/elementary.v11i2.19677
Jamilah, J. (2023). Kompetensi Paedagogik Guru dalam Penyusunan Perencanaan Pembelajaran Melalui Supervisi Akademik dapat Meningkatkan Kualitas Mengajar Guru dan Hasil Belajar Siswa di Madrasah Ibtidaiyah Negeri Binjai Semester Genap Tahun Pelajaran 2021/2022. JGK: Jurnal Guru Kita, 7(2), 451–466. https://doi.org/10.24114/jgk.v7i2.47396
Kuswandi, A., Sulfiati, Y., & Muthi, I. (2022). Evaluasi Program Supervisi Akademik Pengawas Madrasah dalam Upaya Meningkatkan Kompetensi Profesional Guru Madrasah Aliyah. JAMP: Jurnal Administrasi Dan Manajemen Pendidikan, 5(4), 300–308. https://doi.org/10.17977/um027v5i42022p300
Liestari, S. P., & Muhardis. (2021). Teacher Pedagogic Competencies in the Perspective of Students. In International Conference on Educational Assessment and Policy. Atlantis Press. https://doi.org/10.2991/assehr.k.210423.075
Lorensius, L., Anggal, N., & Lugan, S. (2022). Academic Supervision in the Improvement of Teachers’ Professional Competencies: Effective Practices on the Emergence. EduLine: Journal of Education and Learning Innovation, 2(2), 99–107. https://doi.org/10.35877/454RI.eduline805
Mezmir, E. A. (2020). Qualitative Data Analysis: an Overview of Data Reduction, Data Display and Interpretation. Research on Humanities and Social Sciences, 10(21), 15-27. https://doi.org/10.7176/RHSS/10-21-02
Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative Data Analysis: A Methods Sourcebook. USA: SAGE Publications.
Mok, S. Y., & Staub, F. C. (2021). Does coaching, mentoring, and supervision matter for pre-service teachers’ planning skills and clarity of instruction? A meta-analysis of (quasi-)experimental studies. Teaching and Teacher Education, 107, 103484. https://doi.org/10.1016/j.tate.2021.103484
Nihayah, R. W., Dina, W. F., Wijayanti, D., & Asyah, A. N. (2023). How Does Granting Teacher Autonomy Influence Classroom Instruction? Lessons from Indonesia’s Curriculum Reform Implementation. Jurnal Penelitian Kebijakan Pendidikan, 16(1). https://doi.org/10.24832/jpkp.v16i1.768
Prasetyo, T., Yufiarti, Y., & Rasmitadila, R. (2022). Pedagogical Teacher Competence: Using Observation Techniques to Understand Characteristics of Students in Elementary Schools. Pedagogi: Jurnal Penelitian Pendidikan, 9(1). https://doi.org/10.25134/pedagogi.v9i1.5015
Prestiadi, D., Zulkarnain, W., Nurabadi, A., Ubaidillah, E., Maulana, F., & Mustabsyiroh, N. (2022). The Influence of Principal Leadership and Instructional Supervision on Improving The Professional Competence of Teachers During The Covid-19 Pandemic At State High School (SMAN) and The State Vocational High School (SMKN) In Malang City. JMSP (Jurnal Manajemen Dan Supervisi Pendidikan), 7(1), 29–37. https://doi.org/10.17977/um025v6i12022p29
Risan, R. (2022). Identifying the characteristics of the student: An evaluation for English teachers pedagogical competence. Journal of English Language Teaching, 11(2), 147–159. https://doi.org/10.24036/jelt.v11i2.116598
Romdhoni, M. R., & Rahman, L. (2022). Management of Academic Supervision of IRE Supervisor in Improving the Competence of IRE Teachers. TARBAWY: Indonesian Journal of Islamic Education, 9(2), 194–208. https://doi.org/10.17509/t.v9i2.45628
Sahertian, P. A. (2019). Konsep dasar dan teknik supervisi pendidikan. PT Rineka Cipta.
Sergiovanni, T. J., & Starratt, R. J. (2007). Supervision: a redefinition. McGraw-Hill.
Spencer, L. M., & Spencer, P. S. M. (2008). Competence at Work models for superior performance. John Wiley & Sons.
Subekti, A. (2023). Supervisi Akademik Berbantuan Google Workspace for Education untuk Meningkatkan Kompetensi Guru Melaksanakan Pembelajaran Berdiferensiasi. Jurnal Didaktika Pendidikan Dasar, 7(1), 57–70. https://doi.org/10.26811/didaktika.v7i1.1045
Suparmi, P. (2019). Peningkatan Kompetensi Pedagogik Guru dalam Penyusunan Rencana Pembelajaran melalui Supervisi Akademik Kepala Sekolah. Jurnal Ilmiah Pendidikan Profesi Guru, 2(2). https://doi.org/10.23887/jippg.v2i2.19179
Suprapto, S. (2023). Upaya Meningkatkan Kompetensi Pedagogik Guru Melalui Supervisi Akademik Kolaboratif. Jurnal Didaktika Pendidikan Dasar, 7(3), 843–856. https://doi.org/10.26811/didaktika.v7i3.1149
Suryani, I., Khairuddin, & Niswanto. (2024). Collaborative-Based Principal Academic Supervision on Teacher Competence. Tafkir: Interdisciplinary Journal of Islamic Education, 5(4), 687–703. https://doi.org/10.31538/tijie.v5i4.1154
Syafitri, I. R., Irsyad, Rifma, & Yahya. (2023). The Influence of the Principal’s Academic Supervision and Teacher Commitment to the Professional Competence of the State Junior High School Teachers. Journal of Education Research and Evaluation, 7(3), 434–442. https://doi.org/10.23887/jere.v7i3.65995
Tahalele, J., & Indrafachrudi, S. (1975). Kepemimpinan Pendidikan. P3T IKIP Malang.
Warnock, J. M., Gibson-Sweet, M., & Van Nieuwerburgh, C. J. (2022). The perceived benefits of instructional coaching for teachers. International Journal of Mentoring and Coaching in Education, 11(3), 328–348. https://doi.org/10.1108/IJMCE-01-2021-0030
Wiles, K., & Lovell, J. T. (1975). Supervision for better schools. Prentice-Hall.
Yin, R. K. (2018). Case study research and applications: Design and methods. Sage publications.
Zohriah, A., Fauzi, A., & Pandini, I. R. (2022). The Impact of Managerial and Principal Academic Supervision on Teacher Performance. Nidhomul Haq : Jurnal Manajemen Pendidikan Islam, 7(3), 434–449. https://doi.org/10.31538/ndh.v7i3.2607
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Umar Sidiq, Ava Swastika Fahriana, Muhammad Ali
This work is licensed under a Creative Commons Attribution 4.0 International License.
