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All Journal Jurnal Manajemen Pendidikan Kasyafa: Jurnal Pendidikan Agama Islam Comprehensive: Jurnal Ilmu Pendidikan dan Keguruan
Nuril Fitria Hidayati
Universitas Islam Negeri Madura, Indonesia
Religion Education Social Sciences

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Procedures for Implementing Supervision and Evaluation Nuril Fitria Hidayati; Wati Wati; Maghfiroh Maghfiroh
Comprehensive: Jurnal Ilmu Pendidikan dan Keguruan Vol. 2 No. 1 (2026)
Publisher : Penerbit Presisi Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65118/comprehensive.v2i1.21

Abstract

The supervision and evaluation implementation procedure consists of several main, interconnected stages to ensure the learning process runs effectively and meets standards. The first stage is planning, where the supervisor sets objectives, develops a schedule, and selects a supervisory approach and instruments. The second stage is the implementation of supervision, which includes pre-observation to establish communication and focus observations, direct observation of the learning process without judgment, and analysis of the observation results to identify positive aspects and areas for improvement. The third stage is evaluation and follow-up, where the analysis results are presented to the teacher in a post-observation meeting as feedback, which includes appreciation, input, and motivation to improve competency. Finally, a supervision report is prepared as documentation and a reference for continuous improvement. The success of supervision depends heavily on the active involvement of teachers and the support of the principal and other relevant stakeholders. Educational supervision is a teacher development effort to improve the quality of the learning process in Madrasahs. The objectives of this study were to determine: the educational supervision program; the techniques for implementing educational supervision; the process of implementing educational supervision; and the follow-up to the implementation of educational supervision. The subjects of this study consisted of supervisors, Madrasah principals, and the teaching staff. The method used in this study was a literature review to analyze the procedures for implementing supervision and evaluation. The results of this study indicate that supervision and evaluation procedures need to be carried out comprehensively, objectively, and sustainably, involving all relevant parties, including all supervisors, teachers, principals, and students. This ensures that the evaluation is comprehensive, fair, and able to provide constructive feedback for improving the quality of learning.
MANAJEMEN KOMPENSASI GURU HONORER PADA LEMBAGA PENDIDIKAN ISLAM MENUJU MODEL KOMPENSASI SINERGI MASLAHAH Nuril Fitria Hidayati; Saiful Hadi
Jurnal Manajemen Pendidikan Vol. 11 No. 4 (2026): Regular Issue (In Progress)
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jmp.v11i4.3110

Abstract

This study aims to analyze compensation management practices for contract teachers at Islamic Educational Institutions (LPI) and to formulate a resolution model capable of addressing compensation disparities in a sustainable manner. The low level of welfare among contract teachers, stemming from the foundation's limited funding, poses a major challenge that impacts teacher motivation, professionalism, and the continuity of their service. This research employs a qualitative approach using a case study design. Data were collected through in-depth interviews, observations, and document analysis, and subsequently analyzed using the Miles and Huberman interactive model, which encompasses data reduction, data display, and conclusion drawing and verification. The findings indicate that compensation disparities cannot be resolved solely by increasing salaries; rather, a more comprehensive strategy is required. This strategy involves diversifying the foundation's revenue sources, optimizing educational business units, strengthening partnerships with various stakeholders, and implementing a performance-based compensation system (merit system). The study's novelty lies in the development of the *Sinergi Maslahah* (Synergistic Public Good) Compensation Model—a model that integrates financial compensation with spiritual, psychological, and social rewards to achieve teacher welfare that is equitable, sustainable, and aligned with Islamic values.
Leadership Practices in Islamic Boarding Schools and Madrasas: An Analytical and Contextual Study in the Digital Era Nuril Fitria Hidayati
Kasyafa: Jurnal Pendidikan Agama Islam Vol. 3 No. 3 (2026)
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/kasyafa.v3i3.170

Abstract

Leadership within Islamic educational institutions currently stands at a crossroads between preserving tradition and responding to the demands of digitalization. This article aims to analyze leadership dynamics in *pesantren* (Islamic boarding schools) and *madrasah* (Islamic schools) using an analytical-contextual approach. By examining field realities and synthesizing modern leadership theories, the study formulates solutions to the challenges of technology-based management. The findings offer a novel concept—"Transformative-Synergistic Leadership"—which integrates digital proficiency with the noble values ​​of the *pesantren*. In conclusion, institutional success hinges on the leader's ability to adapt to technology without severing spiritual roots. Leadership in *pesantren* and *madrasah* represents a unique entity that integrates traditional religious values ​​with modern management. This study analyzes the leadership practices of *kiai* (Islamic scholars/leaders) in *pesantren* and *madrasah* principals, as well as the context of their adaptation in the digital era. Through a literature review and qualitative analysis, it was found that *pesantren* leadership tends to be based on the *kiai's* charisma (centralized), though it is shifting toward a democratic-transformational style in modern *pesantren*. Meanwhile, *madrasah* leadership is more formal and emphasizes Total Quality Management. The relevance of leadership in both institutions today depends heavily on the ability to adapt to technology, innovate curricula, and uphold the value of exemplary leadership.
Co-Authors Maghfiroh Maghfiroh Saiful Hadi Wati Wati