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All Journal Jurnal Penelitian Pendidikan IPA (JPPIPA) Jurnal Visionary : Penelitian Dan Pengembangan Di Bidang Administrasi Pendidikan Cendikia : Media Jurnal Ilmiah Pendidikan Indo-MathEdu Intellectuals Journal Eureka : Jurnal Pemikiran dan Penelitian Manajemen Pendidikan Islam
Dhuhani, Elfridawati Mai
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Religion Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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Journal : Indo-MathEdu Intellectuals Journal

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Peran Guru sebagai Supervisor Pendidikan dalam Meningkatkan Mutu Madrasah Ahyani, Edi; Dhuhani, Elfridawati Mai
Indo-MathEdu Intellectuals Journal Vol. 6 No. 6 (2025): Indo-MathEdu Intellectuals Journal
Publisher : Lembaga Intelektual Muda (LIM) Maluku

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54373/imeij.v6i6.4259

Abstract

This research aims to examine the role of teachers as educational supervisors in improving school quality, with a focus on a case study at MTs Al-Mukhlasin Ambon. Teachers not only serve as instructors in the classroom but also have a strategic function in nurturing, monitoring, and evaluating the learning process. Through a descriptive qualitative approach, data was collected through observation, in-depth interviews, and documentation of teachers, madrasah principals, and learning materials at the school. The data analysis technique uses the Miles and Huberman model which includes three main stages: data reduction, data presentation, and drawing conclusions. The research findings indicate that teachers at MTs Al-Mukhlasin are beginning to engage in informal academic supervision, such as providing feedback to each other on teaching methods, teaching materials, and the performance of their colleagues. This supervisory activity contributes to improved professional competence, the development of more innovative teaching methods, and the creation of a collaborative culture within the school environment. Despite some remaining challenges such as time constraints and the absence of a structured supervision system, teachers' active participation in supervision practices has proven capable of driving improvements in the teaching and learning process and enhancing student learning outcomes. This study recommends the need for school policies that support collaborative supervision, supervisory skills training for teachers, and technology integration to strengthen reflective practice and ongoing professional development.
Co-Authors Ahyani, Edi Kadiyo, Kadiyo Kempa, R. Muharam, Suhari Mustofa, Wahyu Khoirul Nerru Pranuta Murnaka, Nerru Pranuta RIADDIN, DINAR Sahalessy, A. Saimima, M Sahrawi Sehan Rifky