THE ROLE OF ACADEMIC SUPERVISION IN IMPROVING THE QUALITY OF LEARNING AT ISLAMIC EDUCATIONAL INSTITUTIONS IN NGANJUK

Munti Kunmiati

Abstract


This research is motivated by the limited number of studies on the implementation and perceptions of academic supervision in Islamic educational institutions at the district level, despite its significant impact on the quality of teacher teaching and student learning outcomes. The purpose of this research is to explore in depth the role, practices, challenges, and impact of academic supervision in improving the quality of learning in madrasahs and integrated Islamic schools in Nganjuk Regency. This research employed a qualitative approach with a multiple case study design, involving purposively selected madrasah principals, supervisors, and teachers from three levels of education (MI, MTs, and MA). Data were collected through semi-structured interviews, observations of the supervision process, and analysis of documents such as lesson plans and supervision reports. The analysis employed Braun and Clarke's thematic approach. The results show that academic supervision is considered important, but remains administrative in nature and less transformative. Three main themes emerge: (1) a perceived dualism between formal tasks and professional development; (2) the dominance of traditional approaches that are more judgmental than coaching; and (3) a gap between expectations and reality, where its impact on learning change is still limited. The conclusion states that the role of supervision as a trigger for improving learning quality is not optimal due to obstacles such as competence, organizational culture, and time. This research provides theoretical and practical contributions, and opens up opportunities for further study on the effectiveness of collaborative supervision based on professional learning communities (PLCs).

Keywords


Academic Supervision; Learning Quality; Islamic Education; Case Study; Teacher Professional Development

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References


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