<![CDATA[Teacher performance appraisal (TPA) for Islamic Religious Education (PAI) teachers in Indonesia has traditionally relied on classical supervision techniques—classroom visits, direct observation, and post-observation conferences—while post-pandemic digital transformation has pushed supervisors and school principals to combine these with technology-based instruments such as e-supervision, learning management systems, and online TPA applications. This study aims to analyze and compare, through a literature-based conceptual framework, how the two supervision techniques are implemented in PAI teacher performance appraisal. This is a qualitative study using a library research (literature review) approach, synthesizing findings from national and international journal articles, books, and education policy documents published mainly between 2013 and 2025. The analysis suggests that classical supervision excels in relational depth and in assessing PAI teachers' affective-spiritual dimensions but is constrained by time limitations, evaluator subjectivity, and narrow reach; conversely, technology-based supervision offers time efficiency, standardized documentation, and longitudinal data trails, yet is vulnerable to digital literacy gaps and risks reducing the qualitative, contextual nature of PAI teachers' exemplary conduct. This study's main contribution is a conceptual hybrid supervision model that positions technology as a documentation and continuous-monitoring instrument, while classical supervision remains the dialogical space for assessing personal and socio-religious competencies. As a literature-based study, the proposed model still requires empirical testing through field research before it can be adopted as operational policy.]]>
