<![CDATA[This study explores how Islamic Religious Education (Islamic Education) supervisors and teachers experience data-driven supervision across four dimensions of Edward III policy implementation and examines the role of spiritual accountability (muraqabah and muhasabah) in improving teacher discipline. A qualitative case study design was used at the Ministry of Religious Affairs Office. Data were collected in August–September 2026 through semi-structured interviews and written questionnaires involving six informants: two Islamic Religious Education supervisors and four teachers. Thematic analysis was conducted using data condensation, display, and conclusion drawing and verification. Findings indicate that the SITKA PAI digital system facilitates documentation and initial performance screening, but its effectiveness is still limited by digital literacy and uneven infrastructure. Face-to-face supervision remains crucial for validating digital records and assessing professional qualities that administrative indicators miss. All six informants identified muraqabah and muhasabah as more fundamental drivers of discipline than digital monitoring. The study concludes that effective supervision requires complementary digital and interpersonal mechanisms. Practically, these findings imply the need to continue supporting digital literacy and integrate spiritual accountability into teacher professional development.]]>
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