<![CDATA[Abstract: Adaptive supervision is increasingly important as schools and madrasahs face heterogeneous teacher needs, continuous professional-learning demands, and rapid digital transformation. This qualitative case study investigates how collaboration and technology are integrated into adaptive supervision as a strategy for teacher professional development at MTsN 1 Tulungagung. Data were generated through in-depth interviews with the madrasah principal, vice principals for curriculum and facilities, and teachers from different subject areas, supported by observation and documentation during 26 October–10 November 2024. The data were reduced, coded, categorized, compared across sources, and developed into themes; credibility was strengthened through source and technique triangulation. Findings show three connected patterns. First, supervision is organized through open professional dialogue, reflective feedback, and partnership rather than one-way inspection. Second, supervisory follow-up is differentiated: evidence-based, collaborative, and directive support is selected according to teachers’ readiness and instructional needs. Third, digital platforms function as enabling infrastructure for access to materials, communication, documentation, feedback, and professional learning, but do not replace relational supervision. The study proposes an adaptive collaborative-technology supervision cycle linking needs diagnosis, evidence, reflective dialogue, differentiated support, digitally supported professional development, and continuous monitoring. The model contributes a context-sensitive framework for strengthening teacher professional learning in Indonesian madrasahs. Keywords: Adaptive Supervision; Collaborative Supervision; Teacher Professional Development; Digital Leadership; Instructional Leadership; Madrasah. Abstrak: Supervisi adaptif semakin penting ketika sekolah dan madrasah menghadapi kebutuhan guru yang heterogen, tuntutan pembelajaran profesional berkelanjutan, dan transformasi digital yang cepat. Penelitian studi kasus kualitatif ini menganalisis bagaimana kolaborasi dan teknologi diintegrasikan ke dalam supervisi adaptif sebagai strategi pengembangan profesional guru di MTsN 1 Tulungagung. Data diperoleh melalui wawancara mendalam dengan kepala madrasah, wakil kepala bidang kurikulum, wakil kepala bidang sarana dan prasarana, serta guru dari beberapa bidang studi, diperkuat oleh observasi dan dokumentasi pada 26 Oktober–10 November 2024. Data direduksi, dikode, dikategorikan, dibandingkan antarsumber, dan dikembangkan menjadi tema; kredibilitas diperkuat melalui triangulasi sumber dan teknik. Temuan menunjukkan tiga pola yang saling berkaitan. Pertama, supervisi dibangun melalui dialog profesional terbuka, umpan balik reflektif, dan kemitraan, bukan inspeksi satu arah. Kedua, tindak lanjut supervisi terdiferensiasi melalui dukungan berbasis bukti, kolaboratif, dan direktif sesuai kesiapan serta kebutuhan pembelajaran guru. Ketiga, platform digital berfungsi sebagai infrastruktur pendukung akses materi, komunikasi, dokumentasi, umpan balik, dan pembelajaran profesional, tetapi tidak menggantikan relasi manusia dalam supervisi. Penelitian menawarkan siklus supervisi adaptif berbasis kolaborasi dan teknologi yang menghubungkan diagnosis kebutuhan, bukti supervisi, dialog reflektif, dukungan terdiferensiasi, pengembangan profesional berbantuan digital, dan monitoring berkelanjutan. Kata kunci: Supervisi Adaptif; Supervisi Kolaboratif; Pengembangan Profesional Guru; Kepemimpinan Digital; Kepemimpinan Pembelajaran; Madrasah]]>
