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All Journal AL-IBROH: Jurnal Ilmu Pendidikan dan Keguruan Al-Ibroh : Jurnal Ilmu Pendidikan dan Keguruan
Saipul Bahri Harahap
Sekolah Tinggi Ilmu Tarbiyah Padang Lawas (STIT-PL) Gunung Tua
Religion Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Model Integratif Manajemen dan Supervisi Pendidikan dalam Meningkatkan Mutu Sekolah pada Era Transformasi Digital: Sebuah Kajian Literatur Saipul Bahri Harahap
AL-IBROH: Jurnal Ilmu Pendidikan dan Keguruan Vol 3 No 01 (2026): AL-IBROH: Jurnal Ilmu Pendidikan dan Keguruan
Publisher : Sekolah Tinggi Ilmu Tarbiyah Padang Lawas (STIT PL) Gunung Tua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.3724/al-ibroh.v3i01.62

Abstract

Digital transformation has reshaped various aspects of educational administration, including school management and educational supervision. However, educational management and supervision are often implemented separately, limiting their effectiveness in promoting continuous school quality improvement. This article aims to examine the relationship between the core functions of educational management and educational supervision and to propose an integrative model for enhancing school quality in the era of digital transformation. The study employs a Systematic Literature Review (SLR) by analyzing national and international scholarly publications published within the last five years. The findings reveal that the functions of planning, organizing, implementing, and evaluating educational activities require continuous support from both academic and managerial supervision. The integration of these two dimensions creates a more effective quality improvement cycle through the utilization of digital data, strengthened school leadership, teacher professional development, and evidence-based decision-making. The proposed integrative model positions educational supervision as a quality assurance mechanism that is closely connected to all functions of educational management. This model has the potential to enhance the effectiveness of school governance and support educational institutions in addressing the challenges of twenty-first-century education.
Model Integratif Manajemen dan Supervisi Pendidikan dalam Meningkatkan Mutu Sekolah pada Era Transformasi Digital: Sebuah Kajian Literatur Saipul Bahri Harahap
AL-IBROH: Jurnal Ilmu Pendidikan dan Keguruan Vol 3 No 01 (2026): AL-IBROH: Jurnal Ilmu Pendidikan dan Keguruan
Publisher : Sekolah Tinggi Ilmu Tarbiyah Padang Lawas (STIT PL) Gunung Tua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.3724/al-ibroh.v3i01.62

Abstract

Digital transformation has reshaped various aspects of educational administration, including school management and educational supervision. However, educational management and supervision are often implemented separately, limiting their effectiveness in promoting continuous school quality improvement. This article aims to examine the relationship between the core functions of educational management and educational supervision and to propose an integrative model for enhancing school quality in the era of digital transformation. The study employs a Systematic Literature Review (SLR) by analyzing national and international scholarly publications published within the last five years. The findings reveal that the functions of planning, organizing, implementing, and evaluating educational activities require continuous support from both academic and managerial supervision. The integration of these two dimensions creates a more effective quality improvement cycle through the utilization of digital data, strengthened school leadership, teacher professional development, and evidence-based decision-making. The proposed integrative model positions educational supervision as a quality assurance mechanism that is closely connected to all functions of educational management. This model has the potential to enhance the effectiveness of school governance and support educational institutions in addressing the challenges of twenty-first-century education.
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