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All Journal EduReligia : Jurnal Pendidikan Agama Islam Journal of Innovative and Creativity Jurnal Manajemen Pendidikan Islam
Al Ghazali
Universitas Bina Sarana Informatika, Jakarta
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Peran Supervisi Akademik dalam Meningkatkan Kompetensi Pedagogik Guru Rinovian Rais; Safrul; Moh Ali; Lalu Iswandi; Al Ghazali
Journal of Innovative and Creativity Vol. 5 No. 3 (2025)
Publisher : Fakultas Ilmu Pendidikan Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joecy.v5i3.607

Abstract

Penelitian ini didorong oleh peran krusial supervisi akademik dalam meningkatkan kompetensi pedagogik guru, yang merupakan faktor kunci dalam keberhasilan hasil pembelajaran. Di banyak sekolah, supervisi akademik masih sebatas formalitas administratif tanpa strategi yang secara langsung berdampak pada praktik pengajaran. Oleh karena itu, penelitian ini bertujuan untuk mengidentifikasi dan menganalisis enam strategi supervisi akademik yang dapat diterapkan secara kontekstual dan berkelanjutan untuk mendukung profesionalisme guru. Metode penelitian yang digunakan adalah studi pustaka, dengan menganalisis sumber-sumber ilmiah terkini dan relevan, termasuk jurnal nasional dan internasional, buku akademik, serta dokumen kebijakan pendidikan. Hasil penelitian menunjukkan bahwa enam strategi supervisi yang efektif meliputi supervisi klinis, kolaboratif, reflektif, supervisi digital, pelatihan & pendampingan (coaching & mentoring), serta komunitas belajar profesional (Professional Learning Communities/PLC). Setiap strategi menawarkan pendekatan yang saling melengkapi untuk mendorong peningkatan kualitas pengajaran secara bermakna. Penelitian ini menekankan perlunya perubahan paradigma supervisi dari fungsi pengawasan menuju mekanisme pengembangan profesional. Temuan ini diharapkan dapat menjadi acuan konseptual dan praktis bagi kepala sekolah, pengawas, dan pembuat kebijakan dalam mengembangkan sistem supervisi akademik yang berdampak dan berkelanjutan.
Implementing Continuous Quality Improvement (CQI) in Online Education: Leveraging Learning Analytics and Stakeholder Satisfaction Data Al Ghazali; Moh Ali; Ibnu Rusydi; Safrul Safrul; Alwy Husein Prawironegoro; Neila Najmi Aulia
Nidhomul Haq : Jurnal Manajemen Pendidikan Islam Vol. 11 No. 1 (2026): Transformative Islamic education management
Publisher : Prodi Manajemen Pendidikan Islam Universitas KH Chalim Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/ndhq.v11i1.244

Abstract

The rapid expansion of online education necessitates robust Continuous Quality Improvement (CQI) frameworks that integrate both objective learning analytics and subjective stakeholder feedback. This study investigates the implementation of CQI in online education by examining the predictive role of learning analytics indicators engagement frequency, course completion rate, and assessment performance on student satisfaction, while incorporating stakeholder feedback as a complementary dimension. A quantitative correlational design was employed with 145 participants (120 students, 25 instructors) from a higher education institution in Indonesia. Learning analytics data were extracted from the Learning Management System, and satisfaction was measured using a validated questionnaire. Multiple regression analysis revealed that course completion rate was the strongest predictor of satisfaction (β = 0.41, p < 0.01), followed by engagement frequency (β = 0.34, p < 0.01) and assessment performance (β = 0.22, p < 0.05). The model explained 64% of the variance in satisfaction (R² = 0.64). These findings underscore the importance of integrating behavioral, performance-based, and perceptual data to strengthen CQI frameworks. The study contributes to bridging the gap between objective system-generated data and subjective stakeholder feedback, demonstrating how their integration can provide a comprehensive framework for quality enhancement. By confirming that satisfaction is influenced not only by academic achievement but also by behavioral engagement and persistence, the study highlights the need for multidimensional monitoring in online education. The results provide strong empirical evidence that institutions should adopt data-driven continuous improvement strategies incorporating both analytics and satisfaction measures. This integration supports early identification of learning challenges and enhances institutional capacity to refine instructional design, improve learner support, and ultimately strengthen the quality of online education.
DIGITAL LEADERSHIP IN PESANTREN: BRIDGING TECHNOLOGICAL AFFORDANCES FOR SUSTAINABLE DISTANCE EDUCATION ECOSYSTEMS Moh. Ali; Imron Imron; Al Ghazali; Alwi Husein Prawinegoro; Neila Najmi Aulia
EDURELIGIA: Jurnal Pendidikan Agama Islam Vol 10, No 1 (2026)
Publisher : Nurul Jadid University, Paiton Probolinggo, East Java

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/edureligia.v10i1.14593

Abstract

This study analyzes and describe the practices of Kiai's digital leadership in implementing distance education in pesantren, particularly in bridging the gap between technological affordances and a sustainable educational ecosystem. The research employed a qualitative approach with a multi-case study design across four pesantren representing different typologies (modern, salaf, and hybrid). Data were collected through in-depth interviews, participant observation, and document analysis. Data analysis was conducted using an a semantic analysis, while triangulation was applied through source triangulation to ensure validity. The findings revealed four main digital leadership strategies: role modeling, delegation of authority, normative-restrictive control through religious legitimacy, and incremental-institutional approaches. These strategies demonstrated that the success of distance education in pesantren is highly dependent on the Kiai’s ability to integrate technology with institutional values and cultural contexts. The study implied that value-based digital leadership plays a crucial role in ensuring sustainable digital transformation in religious educational institutions, offering both theoretical contributions to digital leadership discourse and practical guidance for pesantren management.
Co-Authors Alwi Husein Prawinegoro Alwy Husein Prawironegoro Ibnu Rusydi Imron Imron Lalu Iswandi Moh. Ali Neila Najmi Aulia Rinovian Rais Safrul Safrul Safrul