<![CDATA[Artificial intelligence (AI) is entering teachers' daily work, yet it remains unclear how its presence changes educational supervision. This study examines the role of AI in supervision activities at MTs Al-Muhajirin Ambon, identifies the benefits and obstacles that accompany it, and formulates recommendations for teachers and related stakeholders. A descriptive qualitative approach was used, drawing on observation, interviews, questionnaires, and documentation involving active teachers with varying levels of technological proficiency. The findings show that AI helps teachers adapt instruction to students' needs, understand how students learn, and encourage collaboration among students. These benefits are constrained by uneven technological skills, inadequate training, unstable internet connections, and the vulnerability of student data. The analysis shows that supervision operates on two layers: using AI as a source of information for professional guidance, and overseeing how teachers and students use it. AI is therefore best positioned as a supporting tool that remains subordinate to teachers' professional judgment. The study recommends continuous training, clear usage rules, protection of student data, and adequate facilities. Keywords: Artificial Intelligence (AI), Educational Supervision, Teacher's Role, Quality of Education]]>
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