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All Journal Eureka : Jurnal Pemikiran dan Penelitian Manajemen Pendidikan Islam
Tulhimma Rehalat, Madiana Aliya
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Religion Decision Sciences, Operations Research & Management Education Other

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SUPERVISI AKADEMIK: PENILAIAN PERENCANAAN DAN PELAKSANAAN PEMBELAJARAN GURU DI MTS AL-ANSHOR AMBON Tulhimma Rehalat, Madiana Aliya; Alfiyanti Wabula; Mindi Sukira; Alisha El-Shafira Kahar; Trisna Nuh
Eureka : Jurnal Pemikiran dan Penelitian Manajemen Pendidikan Islam Vol. 2 No. 2 (2024): Eureka : Jurnal Pemikiran dan Penelitian Manajemen Pendidikan Islam
Publisher : Lembaga Penelitian dan Pengabdian Kepada Masyarakat Universitas Islam Islam Negeri Ambon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33477/eureka.v2i2.16044

Abstract

This study aims to evaluate the quality of lesson planning and instructional implementation carried out by teachers at Madrasah Tsanawiyah (MTs) Al-Anshor Ambon through the lens of academic supervision. Planning and implementation constitute two intertwined pillars that jointly determine the effectiveness of the teaching-learning process, as affirmed in Ministerial Regulation of Education and Culture Number 22 of 2016 concerning Process Standards for Basic and Secondary Education (Kemendikbud, 2016). This research employed a descriptive qualitative approach, with data gathered through classroom observation, in-depth interviews with teachers, and documentary analysis of instructional tools, which were analyzed through data reduction, data display, and conclusion drawing, supported by source triangulation to ensure the credibility of the findings. The results indicate that most teachers at MTs Al-Anshor Ambon have prepared reasonably complete lesson plans (RPP) and teaching modules aligned with curriculum standards, yet classroom implementation remains constrained by limited variation in teaching methods and minimal use of interactive digital media. The principal supporting factors are the principal's routine supervision and teachers' openness to professional guidance, while the main inhibiting factors are limited technological facilities and insufficient continuous professional training. This study recommends strengthening digital-based teacher training and improving learning facilities to support more adaptive, student-centered instructional practices.
Co-Authors Alfiyanti Wabula Alisha El-Shafira Kahar Mindi Sukira Trisna Nuh