Approaches to Islamic Educational Supervision: A Theoretical Study and Adaptive Implementation in Improving Learning Quality
PENDEKATAN SUPERVISI PENDIDIKAN ISLAM: KAJIAN TEORITIS DAN IMPLEMENTASI ADAPTIF DALAM PENINGKATAN MUTU PEMBELAJARAN
Abstract
This study aims to analyze Islamic education supervision approaches, namely directive, non-directive, collaborative, and scientific approaches, theoretically and their adaptive implementation in improving learning quality in Indonesian educational institutions. Using a Systematic Literature Review (SLR) method, this study systematically collected and analyzed 30 relevant sources from national and international academic databases, covering the period 2019–2026. The inclusion criteria encompassed peer-reviewed articles, books, theses, and government regulations related to educational supervision in the Indonesian context. Data analysis was conducted through thematic synthesis by identifying key themes from selected literature. The findings show that each approach has distinct strengths and limitations: the directive approach is effective for beginning teachers with low competency; the non-directive approach promotes professional autonomy for experienced teachers; the collaborative approach builds a professional learning community, while the scientific approach strengthens the objectivity and accountability of supervision through data utilization. In the post-pandemic context facing learning loss and the Merdeka Belajar policy, no single approach is universally superior. This study recommends an Integrative Adaptive Supervision model that combines all four approaches flexibly based on teacher developmental levels, integrating Islamic values—shura, amanah, adl, and ihsan—as ethical filters throughout the supervision process. This model is considered most suitable for the plural Indonesian educational context, especially Islamic educational institutions such as madrasah and Islamic boarding schools.
Keywords:
References
Abdurokhman, A., Suryadi, D., & Pra-setyo, H. (2023). Collaborative supervision model in improving teacher professionalism in primary education. Journal of Educational Sciences (Indonesia), 7(2), 210–225. https://doi.org/10.31258/jes.7.2.p.210-225
Acheson, K. A., & Gall, M. D. (1997). Techniques in the clinical supervision of teachers: Preservice and inservice applications (4th ed.). Longman.
Afriani, L. (2024). The role of learning supervision with a non-directive approach in improving teachers' teaching skills. JEMINOV (Journal of Education Management and Innovation), 1(1), 73–80.
Ahmad, H., & Shah, S. R. (2022). Teacher agency and professional development: A study on the Cambridge English Teacher Program in the Arabian Gulf. Cogent Education, 9(1), 2080352. https://doi.org/10.1080/2331186X.2022.2080352
Badan Penelitian dan Pengembangan Kemendikbud. (2019). Studi kualitas supervisi akademik di Indonesia. Kemendikbud.
Cogan, M. L. (1973). Clinical supervision. Houghton Mifflin.
Danielson, C. (2013). The framework for teaching evaluation instruments. The Danielson Group.
Darif, M., Sudadio, S., & Yuhana, Y. (2024). Implementasi supervisi kolaboratif dalam peningkatan kompetensi profesional guru. Edukasi: Jurnal Pendidikan, 22(1), 163–176. https://doi.org/10.31571/edukasi.v22i1.7511
Datnow, A., & Park, V. (2014). Data-driven leadership. John Wiley & Sons.
Fitri, K. N. (2025). Implementasi pendekatan supervisi direktif dalam meningkatkan profesionalisme guru MI Nurul Jadid. Indonesian Journal of Islamic and Social Science, 3(1), 1–15.
Glickman, C. D., Gordon, S. P., & Ross-Gordon, J. M. (2018). Su-perVision and instructional lead-ership: A developmental ap-proach (10th ed.). Pearson Education.
Goldhammer, R. (1969). Clinical supervision: Special methods for the supervision of teachers. Holt, Rinehart and Winston.
Griffiths, D. E. (1966). The school superintendent. Center for Applied Research in Education.
Hairon, S., & Dimmock, C. (2012). Singapore schools and professional learning communities: Teacher professional development and school leadership in an Asian hierarchical system. Educational Review, 64(4), 405–424. https://doi.org/10.1080/00131911.2011.625111
Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.
Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. Routledge.
Kemendikbudristek. (2022). Rapor pendidikan Indonesia 2022: Hasil asesmen nasional. Ke-menterian Pendidikan, Ke-budayaan, Riset, dan Teknologi RI.
Kementerian Pendidikan dan Kebudayaan Republik Indonesia. (2014). Peraturan Menteri Pen-didikan dan Kebudayaan Nomor 143 Tahun 2014 tentang Petun-juk Teknis Pelaksanaan Jab-atan Fungsional Pengawas Sekolah dan Angka Kreditnya.
Liberati, A., Altman, D. G., Tetzlaff, J., Mulrow, C., Gøtzsche, P. C., Ioannidis, J. P. A., & Moher, D. (2009). The PRISMA statement for reporting systematic reviews and meta-analyses of studies that evaluate health care interventions. PLoS Medicine, 6(7), e1000097.
Natasya, N. Z. (2025). Implementasi supervisi direktif dalam pening-katan kualitas pengajaran inklusi di Sekolah Dasar Negeri Gad-ingkasri. WIDYA DIDAKTI-KA: Jurnal Ilmiah Kependidikan, 4(2), 87–96.
Peraturan Menteri Pendidikan, Kebudayaan, Riset, dan Teknologi Nomor 40 Tahun 2021 tentang Penugasan Guru sebagai Kepala Sekolah. (2021). https://peraturan.bpk.go.id
Peraturan Pemerintah Nomor 74 Tahun 2008 tentang Guru. (2008).
Peraturan Menteri Pendidikan dan Ke-budayaan Nomor 23 Tahun 2016 tentang Standar Penilaian Pendidikan. (2016).
Peraturan Menteri Pendidikan Nasional Nomor 13 Tahun 2007 tentang Standar Kepala Sekolah/Madrasah. (2007).
Piandani, R., Suryanto, A., & Lestari, D. (2025). Implementation of a collaborative approach in class supervision. International Journal of Educational Practice and Studies, 3(1), 45–58. https://doi.org/10.5678/ijeps.v3i1.103
Ridwan, H. (2026). Model pembinaan dan supervisi pendidikan: Strategi sistematis meningkatkan kinerja guru dan mutu sekolah. Goresan Pena.
Rogers, C. R. (1969). Freedom to learn: A view of what education might become. Merrill.
Rohman, M. (2019). Pendekatan ilmi-ah supervisi pengajaran. La-Tahzan: Jurnal Pendidikan Is-lam, 11(1), 1–12.
Sukarman. (2021). Penerapan supervisi akademik melalui pendekatan non-direktif untuk meningkatkan kemampuan guru kelas SD mengelola pembelajaran kontekstual. Jurnal Ilmiah Pro Guru, 7(1), 26–32.
Undang-Undang Dasar Negara Re-pub-lik Indonesia Tahun 1945. (1945). Pemerintah Republik Indonesia.
Undang-Undang Nomor 20 Tahun 2003 tentang Sistem Pendidikan Nasional. (2003).
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Wijayanti, W. (2023). Melakukan su-pervisi akademis melalui penelitian tindakan sekolah. PRIMARY: Jurnal Pendidikan Guru Sekolah Dasar, 2(2), 102–109.
Wiles, J., & Bondi, J. (2004). Supervision: A guide to practice (6th ed.). Merrill/Prentice Hall.
Yogaswara, A., & Satori, D. (2021). Efektivitas supervisi klinis berbasis teknologi dalam peningkatan kompetensi pedagogik guru di era new normal. Jurnal Administrasi Pendidikan, 28(1), 145–159. https://doi.org/10.17509/jap.v28i1.32145
Zepeda, S. J. (2013). Instructional supervision: Applying tools and concepts. Routledge.
