E-ISSN : 2963-4946

Vol. 2 No. March 06, 2024 https://ajosh.org/

Asian Journal of Social and Humanities, Vol. 2 No. March 06, 2024 1253

Implementation of Academic Supervision of Madrasah

Supervisors in Improving the Quality of Islamic Education

Learning in Gowa Regency

Azis Masang

*, Rusli Malli

, Amirah Mawardi

Universitas Muhammadiyah Makassar, Indonesia

E-mail: azismasang69@gmail.com

, rusli@unismuh.ac.id

, amirah@unismuh.ac.ad

*Correspondence: azismasang69@gmail.com

KEYWORDS

ABSTRACT

Academic Supervision;

Madrasah Supervisor;

Learning Quality.

This study aims to explore the implementation of academic

supervision by Madrasah supervisors in Gowa Regency to

improve the quality of Islamic Religious Education (PAI)

learning. Academic supervision is a solution to improve

teacher competence, but its implementation is still

considered low. This research method involves interviews,

observation, and documentation studies. The results showed

that academic supervision planning is the primary

responsibility of madrasah supervisors, with the Academic

Supervision Plan (RPA) as a critical instrument. The initial

year meeting involved PAI teachers in preparing an

academic supervision work plan, creating a collaborative

spirit. Evaluation and analysis of supervision results and

follow-up are still a challenge. Time constraints are a

bottleneck, and immediate feedback is given after

supervision, but comprehensive follow-up has not yet been

fully implemented. This research implies that academic

supervision needs to be carried out through planned,

systematic, and local culture-based stages, such as "table

sitting." Values such as deliberation, mutual respect, mutual

reminding, mutual glorification, and cooperation are

expected to enrich the implementation of academic

supervision and improve the quality of PAI learning in

madrasas.

Attribution- ShareAlike 4.0 International (CC BY-SA 4.0)

Introduction

Education is one of the essential pillars of nation-building. A good education will

give birth to the next generation of the nation who are intelligent and competent in their

fields. Quality education is expected to produce superior human resources and be able to

compete in the era of globalisation. However, the quality of education in Indonesia today

is still far from expectations. According to the results of the Program for International

Student Assessment (PISA) survey released by the Organization for Economic Co-

operation and Development (OECD) in 2022, Indonesia ranks 69th out of 81 countries,

Azis Masang, Rusli Malli, Amirah Mawardi

Asian Journal of Social and Humanities, Vol. 2 No. March 06, 2024 1254

or the bottom 12 countries with low literacy rates (Messman et al., 2024). Therefore,

education is increasingly prioritised and quality improved.

Zaini Hidatyat argues that the quality of education is a benchmark for the success

of an educational process that can be felt by the community, starting from inputs and

educational processes that occur to outputs (output products) of an educational process

(Abdillah et al., 2022). Quality improvement requires new ideas that come from an

intelligent mind, always contain different parts from those that existed before, and

produce more perfect, practical, and accessible so that they are more attractive (Ferdinan

& Nurhayati, 2019).

Indonesia's low education quality is attributed to the human resources and

institutions involved in it. According to Hoesny's research on problems and solutions in

improving teacher competence and quality, UNESCO data in the Global Education

Monitoring Report 2016 shows that education in Indonesia ranks 10th out of 14

developing countries. The quality of teachers in Indonesia is ranked 14th out of 14

developing countries, or the last rank (Hoesny & Darmayanti, 2021) in developing the

quality of education (Ferdinan & Nurhayati, 2019).

The quality of learning depends mainly on the quality of the educator or teacher. A

teacher must be proficient in choosing the right learning approach (Ferdinand, 2023).

However, with the situation and conditions of classes, students, and subject matter to be

delivered, teacher competence in learning in madrasah is still considered low. The 2020

Teacher Competency Assessment (AKG) showed low scores of professional competence

and pedagogic competence (Mursidin et al., 2023). Teachers not only teach but also

educate, so special skills are needed. Therefore, improving teacher competence is a focus

for the future.

Improving the quality of education is supported by qualified professional teachers

who can perform their duties. It functions well in preparing quality human resources

through a quality learning process. (Ferdinand, 2016). Efforts to improve the quality of

educational resources through coaching teachers must be carried out continuously.

Technical assistance in the form of academic supervision is one way to continuously

improve teacher capacity. However, academic supervision by madrasah supervisors is

still considered low in effectiveness, as revealed in the 2020 madrasah supervisory

assessment (Mursidin et al., 2023). Therefore, it is necessary to improve the quality of

academic supervision to support the improvement of teacher professionalism.

Academic supervision is a series of activities that help teachers develop the ability

to manage the learning process to achieve learning objectives. So, academic supervision

does not assess teacher performance in managing the learning process but helps teachers

develop their professional abilities.

The implementation of adequate supervision must be pursued more deeply to

improve performance for those who play a role in education, such as the teacher and an

implementer in the educational process (Safitri et al., 2023). Academic supervision by the

principal involves three stages. First, planning involves setting goals, schedules, and

approaches. Second, the principal supervises the planning, implementation, and

Implementation of Academic Supervision of Madrasah Supervisors in Improving the

Quality of Islamic Education Learning in Gowa Regency

Asian Journal of Social and Humanities, Vol. 2 No. March 06, 2024 1255

evaluation of teacher teaching using individual and group techniques with a collaborative

approach. Third, supervision follow-up includes analysis of evaluation results and teacher

skills and attitudes, carried out through supervision results meetings with a collaborative

approach and support for subject field training such as learning device development

seminars (Habsyi & Wahid, 2023). The teacher's main task manifested in teaching and

learning activities, is a form of teacher performance (Karsiyem & Wangid, 2015).

Regulation of the Minister of State Apparatus Empowerment and Bureaucratic

Reform of the Republic of Indonesia Number 21 of 2010, which has been amended by

Regulation of the Minister of State Apparatus Empowerment and Bureaucratic Reform

Number 14 of 2016, outlines the authority of school/madrasah supervisors in improving

the quality of education. However, implementing academic supervision still shows low

assessment scores, especially in academic and managerial supervision. Therefore, it is

necessary to improve the performance of madrasah supervisors to support the supervision

quality improvement program.

Director General of GTK Regulation Number 4831/B/ HK.03.01/2023 outlines the

role of school supervisors in implementing the Free Learning policy in education units.

Academic supervision competence is the primary key that madrasah supervisors must

possess. However, preliminary observations show discrepancies between regulations and

the implementation of academic supervision by madrasah supervisors in the Gowa

District. Technical assistance in the form of academic supervision should be carried out

collaboratively by the head of the madrasah and the supervisor of the madrasah to

improve the quality of learning. Academic supervision in education aims to develop better

learning and teaching situations through coaching and improving the teaching profession.

In improving the quality of education, the role of supervisors of education units

becomes crucial. Therefore, developing supervisors to carry out supervisory duties

correctly and with national standards is absolute. Improving teacher professionalism

should be the focus of educational supervision activities. Through the results of the

analysis of the implementation of academic supervision, follow-up is needed that can

have a tangible impact on improving the learning process and achieving the ultimate goal

of learning.

Based on these facts, madrasah supervisors must carry out academic supervision

optimally as civil servants with absolute supervisory duties. School/madrasah supervisors

act as an interface between policy and implementation and, therefore, must be able to

think conceptually and be good implementers. Madrasah supervisors must be able to build

governance and quality culture in education units through adequate and effective

education supervision.

Directorate General of Teachers and Education Personnel, Each supervisor of

education units, both in groups and individually, must prepare an academic supervision

program plan consisting of an annual supervision program, semester supervision

program, and academic supervision plan, which includes aspects of coaching, monitoring,

assessment and professional bilat of teachers.

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Asian Journal of Social and Humanities, Vol. 2 No. March 06, 2024 1256

Overall, the results of educational supervision activities should provide tangible

benefits in developing madrasahs and improving teachers' professional performance. By

looking at the facts, the reality of academic supervision of madrasah supervisors and the

quality of learning of Ag Education teachersThe competence of supervision of

supervisors and heads of madrasahs in Gowa Regency is uneven. The existence of a

madrasah head who is minimal in supervising causes problems not to be adequately

resolved. Follow-up results of academic supervision need to be improved to have a

tangible impact on the learning process in Madrasah.

Based on these conditions, madrasah supervisors can develop coaching programs

to develop teacher teaching skills or improve teacher professionalism. This is based on

the consideration that the supervision carried out without follow-up activities has no

meaning (Hartanto & Purwanto, 2019).

Initial observations show a correlation between foundation owners' appointment of

madrasah heads without competency selection and low supervision performance. The role

of the Foundation is enormous in selecting the head of the madrasah in Gowa Regency,

and this affects the quality of academic supervision.

Based on these facts, it seems that the implementation of academic supervision of

madrasah supervisors in the Gowa Regency has not reached the ideal concept expected.

Therefore, further research is needed to explore these problems.

Research Methods

The type of research used is field (field Research). According to Dedy Mulyana,

field research is a type of research that studies phenomena in their natural environment

Dedy Mulyana, 2004. Field research intensively studies social units' backgrounds and

interaction circumstances, individuals or groups. For this reason, the primary data is from

the field, so the data obtained is based on reality regarding the phenomena in the research

location.

Results and Discussions

Academic Supervision Planning in Improving the Quality of PAI Learning

Planning academic supervision is the primary responsibility of madrasah

supervisors. The stages of planning preparation are involved systematically, ensuring that

supervision activities run optimally. In addition, document-based planning is critical to

ensuring supervision is planned, systematic, and based on concrete evidence. Interviews

with supervisors and madrasah heads confirmed the importance of document-based

academic supervision planning.

In this context, the Supervision Work Plan becomes a critical aspect. This plan,

including the academic supervision plan, is considered the obligation of every supervisor.

Preparing academic work planning is an essential step as a reference in carrying out

supervisory duties. The supervision program, which involves annual programs, semester

programs, and the Academic Supervision Plan (RPA), is the leading guide in supervising.

However, the superintendent of Madrasah Gowa District faces limitations in

planning. Some supervisors face obstacles, such as health problems and other activities,

Implementation of Academic Supervision of Madrasah Supervisors in Improving the

Quality of Islamic Education Learning in Gowa Regency

Asian Journal of Social and Humanities, Vol. 2 No. March 06, 2024 1257

which cause delays in preparing supervision plans. To overcome these challenges, some

supervisors use the Bimlat program as a tool in planning, mainly if the activities to be

accommodated are too much. This reflects efforts to remain efficient and effective in

planning academic supervision amidst the limitations that may be faced.

Some of the highlights of academic supervision planning identified involve:

1. Formulation of Supervision Objectives

Madrasah supervisors in the Gowa District have generally formulated supervision

objectives in their planning. This objective is essential to provide direction for

implementing supervision activities and focus on relevant aspects.

2. Supervision Schedule:

Madrasah supervisors generally make a schedule for the implementation of

supervision before going to the field. This schedule is presented to the madrasah for

supervision, allowing teachers to prepare.

3. Supervision Approaches and Techniques:

In supervision planning, supervisors use direct, indirect, and collaborative

approaches. They also choose supervision techniques such as class visits, observations,

workshops, and group meetings, which are tailored to the needs and focus of supervision.

4. Academic Supervision Instruments:

Madrasah supervisors have developed academic supervision instruments, although

most use adapted instruments. This instrument is used to identify the profile of teachers'

abilities in planning and implementing learning.

Madrasah supervisors realise the importance of supervision instruments in

facilitating and improving the effectiveness of the supervision process. Although most of

the instruments result from adaptation, there have been attempts to adapt the instruments

to the specific needs of the madrasa. Teachers, madrasah heads, and deputy madrasah

heads for curriculum are involved in planning academic supervision. The goal is to

develop a more qualified plan and generate a task commitment to improve the quality of

Islamic Religious Education learning in madrasas.

Madrasah supervisors try to ensure that their approach and techniques meet the

objectives and aspects to be supervised. Involving teachers in planning is expected to

create commitment and support for improvement programs carried out by supervisors.

Although some supervisors still use the previous year's supervision program, efforts to

create an organised schedule and compile academic supervision instruments significantly

improve madrasas' learning quality. Nevertheless, the implementation of academic

supervision by madrasah supervisors in the Gowa Regency demands the application of

duties, responsibilities, and complete authority to supervise the technical aspects of

education and administration. In this framework, the academic supervision process

includes a series of activities, such as coaching, monitoring, and performance appraisal,

as well as mentoring and professional training of teachers. Although academic

supervision coaching focuses on improving teacher competence, this program's

realisation level varies.

Academic Supervision Construction

Construction is carried out through the help of professionals to the teacher to

improve competency.

The results of the observations show variations in the implementation of coaching,

especially related to the management of students.

Academic Supervision Monitoring:

Monitoring is scheduled, focusing on content standards and learning processes.

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Asian Journal of Social and Humanities, Vol. 2 No. March 06, 2024 1258

Supervisors carry out active monitoring activities using monitoring instruments and

interviews.

Teacher Performance Appraisal:

a. Teacher performance assessment (PKG) is carried out using a variety of approaches

and methods, including authentic approaches.

b. The realisation of PKG varies; some supervisors involve madrasah heads and teachers,

while others rely on madrasah heads.

Teacher Professional Guidance and Training

1. Guidance and professional training of teachers experience obstacles, mainly due to

lack of activity in teacher group activities.

2. Mentoring and training programs are not always fully realised due to busyness, lack

of motivation, and support facilities.

Although Gowa District madrasah supervisors are generally actively involved in

various aspects of academic supervision, challenges such as the low activity of teacher

group activities are obstacles to achieving the goals of coaching and improving the quality

of education. Therefore, further efforts are needed to motivate teachers and increase

participation in mentoring and training activities.

Participation of PAI Madrasah Teachers in Gowa District in Planning

The active participation of Islamic Religious Education (PAI) teachers in planning

academic supervision programs in Madrasah Gowa Regency is recognised as a crucial

factor that contributes significantly to improving the quality of learning. In this case, the

supervisor is more of a facilitator who invites and accommodates teacher input regarding

aspects of learning that require exceptional guidance and attention.

At the beginning of each school year, a strategic meeting is initiated involving the

head of the madrasah, the deputy head of the madrasah for curriculum, and PAI teachers.

This meeting has a clear purpose: to prepare an academic supervision work plan. The

involvement of PAI teachers in this planning stage is not only a formal step but also a

clear recognition of the subject's specific role in improving the overall quality of learning.

Interviews with relevant stakeholders showed that madrasah supervisors in Gowa

District have generally succeeded in developing an academic supervision planning

program. This awareness of the importance of planning is reflected in concrete efforts to

improve the quality of learning. The fact that PAI teachers actively contribute input and

provide support for implementing improvement programs shows a robust collaborative

spirit in achieving common goals.

Thus, academic supervision planning in Gowa Regency is specifically directed to

improve the quality of Islamic Religious Education learning. Madrasah supervisors strive

to ensure that all relevant parties, including PAI teachers, are involved in this planning

process to achieve optimal results.

Although most madrasah supervisors in Gowa District have successfully developed

academic supervision plans, there have been cases where some supervisors still use the

previous year's supervision program documents that have not been updated for the current

year. The main factor is the reason for being busy with other activities, but they stated

they still have the previous supervision program. Nevertheless, the focus is maintained,

with the aim of academic supervision still formulated by most supervisors, covering

aspects of coaching, monitoring, assessment, teacher guidance and training.

Evaluation and Analysis of Academic Supervision Results

Based on data from academic supervision instruments that have been implemented,

the next step is to analyse them. The analysis is carried out to identify the strengths and

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Asian Journal of Social and Humanities, Vol. 2 No. March 06, 2024 1259

weaknesses of teachers, including problems and contributing factors so that the priority

of improvement needed can be determined. Improvement efforts based on the analysis

results aim to help teachers improve the quality of learning. At this stage, supervisors

must show high self-confidence to foster teachers' strong confidence in their

competencies. Data analysis of the collected academic supervision results is the basis for

providing input/feedback and planning follow-up to improve teacher performance in the

learning process.

An overview of the implementation of the evaluation of the results of academic

supervision by the supervisor of the madrasah of Gowa District, as outlined by the author,

reveals some information. Nurbiah's informant stated that the evaluation of the results of

the supervision program was carried out in at least three things, namely 1) evaluation of

teacher coaching results, 2) evaluation of SNP monitoring results, and 3) evaluation of

teacher performance appraisal. All of these programs require an evaluation report as a

mandatory step taken by every supervisor to assess the success of the implementation of

the academic supervision program.

However, Informant Ismail HR said that limited time was an obstacle in evaluating

the results of the supervision program. Although recognised as necessary, sometimes the

evaluation cannot be done thoroughly. Additionally, some supervisors have difficulty

analysing the supervision results and drawing up follow-up plans.

In addition to information from interviews, data from observations and

documentation studies show that most of the supervisors of Madrasah Gowa Regency

have not evaluated and analysed the results of the implementation of academic

supervision. Thus, it can be predicted that their planning is not entirely based on the

aspects found during the supervision process.

Feedback and Follow-up on Academic Supervision Results

Feedback is, in essence, a comment on a work outcome, in this case, the learning

process. Feedback can be given in writing or orally, directly to the teacher. In academic

supervision, follow-up supervision results are essential in improving the learning process.

Supervision follow-up can be in the form of evaluating supervision results and concrete

follow-up.

Various opinions from informants reveal that supervision feedback is given

immediately after supervision is implemented. Gathering newly supervised teachers aims

to provide direct feedback, praise, and suggestions for improvement. However, there are

also differences of opinion regarding the feedback methods used, such as verbal or verbal

feedback, which is considered more effective.

Informant St. Nursiah explained that reflection or feedback is carried out

immediately after supervision to get completeness in the implementation of supervision

activities. This helps to find out the weaknesses and shortcomings of teachers in learning

activities. Follow-up is carried out immediately after supervision by gathering teachers

who have been supervised and conveying the strengths and weaknesses of each teacher.

Recognition from a teacher shows that feedback is given after supervision is done

by gathering teachers supervised in one room. The supervisor presented his findings, both

strengths and weaknesses of teachers. While there are concerns about the number of

deficiencies teachers might feel ashamed of, the feedback has positive value because it

motivates improvement.

However, the conclusion of all the information shows that most madrasah

supervisors have not carried out follow-up supervision results, which is an essential stage

in implementing academic supervision. Reflection after supervision activities is

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Asian Journal of Social and Humanities, Vol. 2 No. March 06, 2024 1260

considered the end of the supervision series, whereas evaluation and analysis of

supervision results and comprehensive follow-up are essential elements in achieving

improvement.

Research Implications and Findings

This research provides theoretical implications that to improve the quality of

learning, academic supervision needs to be carried out by madrasah supervisors through

the stages of planning, implementation, analysis and feedback, follow-up, and reporting.

The uniqueness of this study lies in the supervision technique by madrasah

supervisors, which can be done with a local wisdom approach, referring to the icon

"abbulo sitting." A'bulo sitting, derived from the Makassar language, meaning "a stick of

bamboo," is an allusion to a group that is one taste, cooperates, and is one in the same

way. The philosophy of a'bulo sibatang shows strong unity and togetherness, illustrated

through the many bamboo segments.

In the technical context of supervision, the concept of a'bulo sibatang integrates

values such as empo sipatangarri, sipakatau, sipakainga', sipakala'biri, and assamaturuk.

Empo sipatangarri represents deliberative activities where people gather to give

suggestions together. This is based on the principle of deliberation advocated in Islam.

1. Sipakatau reflects the value of mutual respect, emphasising the need to respect each

individual. This is in line with Islamic teachings on respecting and respecting others.

2. Sipakainga' means reminding each other not to commit crimes or deviant acts. In

academic supervision, this value emphasises the importance of reminding each other

in carrying out supervision activities.

3. Sipakala'biri' or mutual glorification between fellow employees and superiors, teaches

to realise the strengths and weaknesses of each individual. This aligns with Islamic

teachings on the importance of glorifying each other.

4. Assamaturuk shows the importance of togetherness, unity of mind, and cooperation to

achieve common goals. In the context of implementing academic supervision, this

refers to the need to think and work together to achieve a better quality of learning.

Implementing the principles of a sitting culture is expected to be internalised in

implementing academic supervision. Mutual respect, reminding, glorifying, and working

together can improve the madrasah's learning quality.

By integrating local cultural values in the implementation of academic supervision,

it is hoped that madrassas can achieve Islamic learning goals more effectively and

harmoniously.

Conclusion

From the field research conducted, it was revealed that education is one of the

essential pillars of building a country. Quality education is expected to produce the next

generation who are intelligent and competent in their respective fields to compete in the

era of globalisation. However, Indonesia's education quality is still far from expectations.

Based on the results of the Program for International Student Assessment (PISA) survey

released by the Organisation for Economic Co-operation and Development (OECD) in

2022, Indonesia ranks 69th out of 81 countries, or in the bottom 12 countries with low

literacy rates. Implementing the principle of sitting culture can be an internalisation

material in implementing academic supervision. Mutual respect, reminding, glorifying,

and working together can improve madrasas' learning quality.

Implementation of Academic Supervision of Madrasah Supervisors in Improving the

Quality of Islamic Education Learning in Gowa Regency

Asian Journal of Social and Humanities, Vol. 2 No. March 06, 2024 1261

Thus, improving the quality of education in Indonesia requires efforts to improve

infrastructure and resources, severe attention to the planning of academic supervision,

and the application of the principles of sitting culture in the educational process.

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Asian Journal of Social and Humanities, Vol. 2 No. March 06, 2024 1262

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