Improving Islamic Education Teachers’ Performance and Learning Quality through Academic Supervision in Madrasahs

Abstract

This study examines the implementation of academic supervision by the madrasah principal in improving the performance of Islamic Education (PAI) teachers and the quality of learning at MTs Negeri 1 Southeast Maluku. The study is urgent because academic supervision in many madrasahs is often limited to administrative activities and lacks systematic follow-up, resulting in suboptimal teacher performance and learning quality. In the context of 21st-century education and the challenges of education in archipelagic regions, effective academic supervision is essential to strengthen teacher professionalism and improve instructional practices. The study aimed to: (1) describe the implementation of academic supervision conducted by the madrasah principal, (2) analyze the performance of PAI teachers after supervision, and (3) examine the contribution of academic supervision to improving learning quality. This research employed a qualitative approach using a case study design. Data were collected through in-depth interviews with 27 informants, classroom observations, and document analysis. The data were analyzed using the interactive model of Miles and Huberman, while data validity was ensured through triangulation, member checking, and thick description. The findings reveal that academic supervision was implemented through three stages: planning, classroom observation accompanied by reflective discussion, and follow-up activities. The supervision contributed to improvements in teachers’ lesson planning, classroom management, instructional strategies, and assessment practices. In addition, learning quality improved as reflected in greater student engagement, more varied teaching methods, effective use of educational technology, and improved student academic achievement.