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All Journal Didaktika: Jurnal Kependidikan Referensi Islamika: Jurnal Studi Islam
Naima
Universitas Islam Negeri Datokarama Palu
Religion Humanities Education Languange, Linguistic, Communication & Media Mathematics Other

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Peran Supervisi Kolegial dalam Meningkatkan Kompetensi Pedagogik Guru Madrasah Wildi Syafitri; Naima; Darmawansyah; Masmur M.
Didaktika: Jurnal Kependidikan Vol. 15 No. 1 Februari (2026): Didaktika Jurnal Kependidikan
Publisher : South Sulawesi Education Development (SSED)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/27454312.3819

Abstract

Penelitian ini bertujuan untuk mengkaji peran supervisi kolegial dalam meningkatkan kompetensi pedagogik guru di MIS Alkhairaat Kendek, Kecamatan Banggai Utara, Kabupaten Banggai Laut. Penelitian ini menggunakan desain deskriptif dan metodologi kualitatif. Lima siswa, delapan guru, kepala sekolah, dan wakil kepala sekolah menjadi subjek penelitian. Observasi, wawancara mendalam, dan dokumentasi digunakan untuk mengumpulkan data, yang kemudian dievaluasi menggunakan teknik reduksi data, penyajian data, dan penyusunan kesimpulan dengan triangulasi sumber dan metodologi untuk menjamin validitas data. Temuan penelitian menunjukkan bahwa empat fase kunci: perencanaan program supervisi, observasi pembelajaran di kelas, evaluasi reflektif, dan tindak lanjut berupa pembinaan, pendampingan, dan pelatihan oleh kepala sekolah dan guru senior digunakan untuk secara sistematis dan berkelanjutan menerapkan supervisi kolegial. Kompetensi pedagogis guru meningkat ketika supervisi kolegial diterapkan, khususnya dalam hal perencanaan pelajaran, manajemen kelas, penggunaan berbagai pendekatan pengajaran, dan peningkatan motivasi serta kinerja guru. Meskipun demikian, masih ditemukan beberapa kendala, antara lain keterbatasan waktu kepala madrasah, kesulitan penjadwalan, dan rendahnya motivasi belajar sebagian guru.Penelitian ini menunjukkan bahwa supervisi kolegial dapat dijadikan strategi pembinaan profesional yang efektif apabila dilaksanakan secara kolaboratif, konsisten, dan disertai tindak lanjut yang berkelanjutan.
THE EFFECTIVENESS OF TEACHING ASSISTANCE IN IMPROVING STUDENTS’ PEDAGOGICAL COMPETENCE AT UIN DATOKARAMA PALU Najla Abdul Ilah Badjeber; Arifuddin M. Arif; Naima; Darmawansyah; Jihan
Referensi Islamika: Jurnal Studi Islam Vol. 4 No. 2 (2026): APRIL
Publisher : Academic Bright Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66053/ri.v4i2.832

Abstract

This study explores how the Teaching Assistance Program at Educational Units (Asistensi Mengajar pada Satuan Pendidikan/AMSP) supports the development of pedagogical competence among Islamic Religious Education (PAI) students at the Faculty of Tarbiyah and Teacher Training, UIN Datokarama Palu. The study addresses the gap between campus-based pedagogical theory and students’ classroom practice, with attention to the integration of Islamic values in teaching. This research used a descriptive qualitative approach. Data were collected through semi-structured interviews with eight PAI students, two cooperating teachers, and one school principal, supported by document analysis of AMSP technical guidelines, lesson plans, logbooks, and program reports, as well as non-participant observation. Data were analyzed through reduction, display, and conclusion drawing, with credibility strengthened through source triangulation, technique triangulation, and member checking. The findings indicate that AMSP supported the development of students’ pedagogical competence in three main areas: lesson planning became more contextual and realistic; teaching implementation shifted toward more active and innovative learning; and learning assessment became more comprehensive by covering cognitive, affective, and psychomotor domains. The main constraints were limited formal coordination between university supervisors and cooperating teachers, early classroom management difficulties, administrative workload, and curriculum adjustment challenges. The findings are limited to PAI students, selected partner schools, and one academic period. Because the study used a qualitative design, the results should be understood as evidence of perceived and observed pedagogical development rather than a statistical measure of program contribution. This study contributes to the conceptual discussion of field experience, pedagogical competence, Islamic value integration, and pre-service PAI teacher formation within Islamic higher education.
Co-Authors Arifuddin M. Arif Darmawansyah Jihan Masmur M Najla Abdul Ilah Badjeber Wildi Syafitri