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All Journal JURNAL IQRA´ MUMTAZ: Jurnal Pendidikan Agama Islam
Musyaffa Rafiqie
Universitas Ibrahimy Situbondo, Indonesia
Religion Humanities Education Languange, Linguistic, Communication & Media

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The Mediating Role of School Culture in the Influence of Clinical Supervision on MTs Teachers in Situbondo Regency, East Java, Indonesia Musyaffa Rafiqie; Erfan Habibi; Suyitno Suyitno; Mohamad Aso Samsudin
Jurnal Iqra' : Kajian Ilmu Pendidikan Vol. 10 No. 2 (2025): Jurnal Iqra' : Kajian Ilmu Pendidikan
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/ji.v10i2.6444

Abstract

Purpose of the StudyThis study aims to investigate and analyze the mediating role of school culture in the influence of clinical supervision on teachers’ pedagogical competence at Islamic Junior High Schools (MTs) in Situbondo Regency, East Java, Indonesia. Employing a quantitative approach with an explanatory research design, the study uses a survey method to address the research problem and objectives. The questionnaire was constructed based on the main variables: school culture, clinical supervision, and teachers’ pedagogical competence. Data were collected from a sample of 100 teachers selected through random sampling from MTs across Situbondo Regency. The data analysis was conducted using the Partial Least Squares (PLS) method with SmartPLS software. The results of the hypothesis testing show that clinical supervision has a significant positive effect on teachers’ pedagogical competence, indicating that higher levels of supervision lead to greater pedagogical capabilities. Clinical supervision also significantly affects school culture, suggesting that more effective supervision enhances the overall school culture. Moreover, school culture itself significantly influences teachers’ pedagogical competence, meaning that a strong school culture contributes to better teaching practices. Additionally, school culture mediates the relationship between clinical supervision and pedagogical competence, indicating that clinical supervision indirectly improves pedagogical competence through its impact on school culture. These findings highlight the important roles of both clinical supervision and school culture in enhancing teachers’ pedagogical competence, with school culture serving as a critical mediating factor.
The Dialectics of Tradition and Innovation: Hybridizing Peer Teaching within the Kitab Kuning Learning Ecosystem Erfan Habibi; Musyaffa Rafiqie; Moch. Imam Machfudi; Abd. Muhith; Abdul Hamid Achak
MUMTAZ : Jurnal Pendidikan Agama Islam Vol. 5 No. 4 (2026): March 2026
Publisher : Program Studi Pendidikan Agama Islam, Fakultas Tarbiyah, Institut Agama Islam (IAI) Ibrahimy Genteng Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69552/mumtaz.v5i4.3590

Abstract

Kitab Kuning learning in Salaf Islamic boarding schools (pesantren) faces a dialectic between preserving authoritative tradition (sanad, talaqqi) and adopting collaborative pedagogical innovation (peer teaching). This study aims to answer: How is this dialectic manifested in learning experiences, and what kind of hybrid pedagogy model can be developed? This study positions itself within the discourse of pedagogical glocalization, analyzing the negotiation between the traditional structure of pesantren and modern learning approaches through the lens of social construction theory. A phenomenological qualitative study was conducted in two Salaf Islamic boarding schools in East Java, involving 20 students and 4 teachers. Data were collected through in-depth interviews, participatory observation, and document analysis, then analyzed thematically. The findings indicate that: (1) Peer teaching enhances student agency and metacognitive awareness, yet remains framed within teacher authority; (2) Conventional methods preserve the spirituality of talaqqi but limit critical space; (3) Cultural resistance leads to the adaptation of a “guided musyafahah” model as a form of hybridization. The implication is that Kitab Kuning learning requires a contextual model that integrates authoritative transmission and collaborative exploration.
Co-Authors Abd. Muhith Abdul Hamid Achak Erfan Habibi Erfan Habibi Moch. Imam Machfudi Mohamad Aso Samsudin Suyitno Suyitno