SUPERVISI PEMBELAJARAN DI SEKOLAH MAN AMBON

Abstract

Instructional supervision is one of the determining factors in efforts to improve the quality of education, particularly within the environment of Madrasah Aliyah Negeri (MAN) 1 Ambon. This article aims to reconstruct and deepen the study of instructional supervision practices at MAN 1 Ambon by examining three interrelated dimensions: administrative supervision, planning supervision, and implementation supervision, while also identifying the supporting and inhibiting factors that shape their effectiveness. The study employs a descriptive qualitative approach through classroom observation, in-depth interviews with teachers and madrasah supervisors, and documentation studies of lesson plans, syllabi, and assessment records. The findings indicate that supervision conducted collaboratively, reflectively, and continuously contributes significantly to improving teachers’ pedagogical, professional, social, and personal competencies. However, several persistent challenges remain, including limited use of digital learning media, uneven implementation of authentic and formative assessment, and the still-occasional practice of post-teaching reflection. This article argues that instructional supervision must shift from an inspection-oriented paradigm toward a developmental and dialogical one, positioning the head of madrasah not merely as a structural superior but as an academic mentor. Strengthening supervisory scheduling, digital literacy training, and professional learning communities among teachers are recommended as follow-up strategies to sustain the quality of learning at MAN 1 Ambon.

Keywords: instructional supervision; academic supervision; teacher professionalism; madrasah; MAN Ambon