ACADEMIC SUPERVISION OF THE HEAD OF THE MADRASAH IN INCREASING THE PEDAGOGIC COMPETENCE OF MTS TEACHERS AL-KHOIRIYAH BANYUASIN

The purpose of this study is to describe and analyze academic supervision which consists of (1) planning the principal's academic supervision on the pedagogic competence of teachers (2) the implementation of the principal's academic supervision on the teacher's pedagogic competence (3) evaluating the results of the principal's academic supervision on pedagogic competence. teachers (4) follow-up of the principal's academic supervision on the teacher's pedagogic competence. This research is a qualitative research with a phenomenological approach. Data was collected through interviews, and documentation. Sources of data, namely primary data and secondary data obtained from three objects, namely the head of SMPIT Qurrata A'yun Batusangkar and teachers, places held at SMPIT Qurrata A'yun Batusangkar, and papers containing documents about the results of academic supervision. The results showed, (1) planning for academic supervision of teacher pedagogical competence has been carried out well (2) Implementation of academic supervision on teacher pedagogic competence, namely (a) individual supervision techniques (b) group supervision techniques. (3) Evaluation of the results of academic supervision in the form of measuring and assessing the realization of the planned program and its impact. (4) Following up on academic supervision to improve the pedagogic competence of classroom teachers in the form of giving awards and training to teacher competencies.

Education plays a strategic role in improving the quality of human resources, which is highly dependent on teacher competence, especially pedagogical competence. However, research shows that teacher pedagogical competence still needs to be improved. Academic supervision by the principal is the main strategy in improving this competence. This study aims to describe and analyze the implementation of academic supervision at SMA Negeri 1 Gubug with a descriptive qualitative approach. Data were collected through interviews, observation, and documentation, then analyzed through presentation, reduction, and drawing conclusions. The results of the study showed that 1) academic supervision planning was carried out periodically at the beginning of the school year and reviewed every semester. The supervision team consisting of the principal, vice principal, and senior teachers, prepared a supervision program based on the results of previous supervision and analysis of educational report cards, making schedules, preparing instruments, and selecting appropriate supervision approaches and techniques, 2) the implementation of academic supervision was carried out according to schedule without disrupting learning covering three stages: pre-observation, observation, and post-observation. Pre-observation was carried out by checking the learning administration and discussing teacher self-development in a relaxed atmosphere. Observation was carried out by observing the learning process directly in the classroom. Post-observation focuses on evaluating learning that has been carried out by teachers, 3) evaluation and follow-up of academic supervision involves joint reflection between supervisors and teachers to provide constructive feedback. individually through direct input and motivation to teachers, and classically through training facilitation such as In House Training (IHT), Workshops, and participation in Learning Communities (Kombel) and Subject Teacher Deliberations (MGMP). With structured academic supervision, improving teachers' pedagogical competence can be done optimally and sustainably.

Abstract: This study is about improving teachers' pedagogical competence through academic supervision with a collaborative approach in SMPN 2 Modo Lamongan. The problem of this study is whether through academic supervision with a collaborative approach it can improve pedagogical competence (ability and motivation) of teachers in SMPN 2 Modo Lamongan? The results of this study are if academic supervision uses a collaborative approach, the pedagogical competence of teachers in SMPN 2 Modo Lamongan will increase. The subjects of this study are six teachers of SMPN 2 Modo Lamongan. The researcher obtains data by using an instrument for evaluating teachers' performance, observations and field notes. In analyzing data the reasercher uses qualitative descriptive statistical data analysis techniques. From the results of data analysis in cycle I and cycle II, a conclusion can be drawn that through academic supervision with a collaborative approach, the pedagogical competence of teachers in SMPN 2 Modo, Lamongan has increased.Keywords: Teachers' pedagogical Competence, academic supervision, collaborative approach

This study analyzes the influence of academic supervision of school principals on the pedagogic competence of teachers at SDN Margadana Tegal. Pedagogic competence is focused on the teacher's ability to design, implement, assess, and evaluate learning. The background of the research is based on the low pedagogic competence of teachers identified through initial observation. Teachers still experience obstacles in the preparation of learning tools, the implementation of learning is not as planned, and has limitations in classroom management and the use of teaching aids. The 2024 Teacher Performance Assessment (PKG) shows pedagogic competence as the lowest competence. Education Report Data supports these findings with a decrease in achievement from the "Good" category to "Adequate" in 2024. This condition states that teachers' pedagogic competence must be improved, one of which is through academic supervision. The approach used is quantitative correlational design which involved 205 teachers, and a randomly selected sample of 134 teachers. Descriptive data analysis, correlation coefficient, determination coefficient, and regression analysis to collect data, which were distributed through questionnaires. Test prerequisites such as normality, linearity, and multicollinearity. The findings of the study stated that the academic supervision of the principal affects pedagogic abilities. This is indicated by the f-value of 392.717 > f table 3.91, the Sig value of 0.000 < 0.05, the contribution of 74.8% for the medium category. The correlation between the academic supervision of the principal and the pedagogic competence of the teacher is 0.865 in the very strong category. These results indicate that there is a very significant relationship between the academic supervision of the principal and the pedagogic competence of the teacher. For the value of the constant coefficient is 24.215, the coefficient of the academic supervision variable is 0.876. The results of this study show that the better the academic supervision of the principal contributes to the improvement of teachers' pedagogic competence.

Academic supervision is an important factor in ongoing professional development efforts to improve the quality of learning. This study aims to describe the implementation of academic supervision by the principal in improving the pedagogical competence of teachers at SD Negeri 06 Tegalsari, Pemalang Regency. The study used a descriptive qualitative approach with the principal, class teachers, and subject as teachers as subjects. Data were collected through in-depth interviews, observation, and documentation, then analyzed using the Miles and Huberman interactive analysis model, which includes data reduction, data presentation, and conclusion drawing. The results show that academic supervision is implemented through three stages: planning, implementation, and evaluation and follow-up. In the planning stage, the principal collaboratively involves teachers in developing objectives, schedules, and supervision instruments. Supervision is carried out in a humanistic and reflective manner, emphasizing dialogue and professional mentoring, rather than merely administrative supervision. Evaluation is carried out through joint reflection and follow-up in the form of ongoing coaching that encourages teachers to improve learning practices. The implementation of academic supervision has been proven to improve teachers' pedagogical competence in designing teaching materials, selecting appropriate learning strategies, and conducting meaningful learning evaluations. Thus, planned, collaborative, and reflective academic supervision can be a strategic instrument in developing teacher professionalism and improving the quality of education in elementary schools.

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 The principal is fully responsible for distributing education with the help of the teacher. In the process, teachers are required to be able to master four competencies, one of which is pedagogic competence. The competency aims to realize an educational learning for students. However, not all teachers master these competencies, so it is the responsibility of the principal to hold academic supervision activities. The activity is carried out by the authorities (headmaster) by giving guidance, in the form of class meetings / visits. That way, the teacher will get the provision of new learning and motivation to improve the pedagogical competence possessed. These activities can correct problems that occur during the learning process. The explanation above makes researchers interested in conducting research that aims to analyze the implementation of academic supervision in SDN Margorejo VI / 524 and SDN Baratajaya Surabaya. The two schools are located in Surabaya. In addition, the study was conducted with the aim of examining the influence of the implementation of academic supervision on teacher pedagogical competencies using quantitative descriptive research methods and spearman rank correlation with ordinal scale data. The researcher took the population in two schools with the number of respondents 102 then taken a sample of 81 respondents with a level of error of 0.05. The study was conducted by distributing questionnaires that have been tested valid and reliable. The results obtained were also obtained using SPSS 21 for Windows 2007. The results of the study were obtained using two data analysis techniques, namely descriptive analysis and Spearman rank correlation analysis. The results of the study indicate that the two schools actually carry out academic supervision activities to improve the teacher's pedagogical competence. So that the results obtained are 0.608 ** which means categorized as very good and good and classified as medium correlation with a significant correlation value of 0.000 < 0.05. So the hypothesis in this study is that H1 is accepted and H0 is rejected.
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Improving the quality of education in schools must begin with improving the quality of learning through improving teacher performance. The implementation of academic supervision by school principals is one of the effective ways to improve teacher professionalism and performance, which has a direct impact on the quality of learning. The purpose of this study is to identify and describe the planning, implementation, and evaluation of academic supervision conducted by madrasah principals in an effort to improve teacher performance in Madrasah Ibtidaiyah Negeri 11 Pidie Jaya Regency. By using a qualitative approach to obtain data related to the implementation of academic supervision in improving teacher performance including planning, implementation, and evaluation of academic supervision and data collection techniques through interviews, observation and documentation. Data analysis techniques are data reduction, data presentation and data verification. The results showed that the role of academic supervision in improving teacher performance at MIN 11 Pidie Jaya, with a focus on planning, implementation, and evaluation, namely: (1) Academic Supervision Planning at MIN 11 Pidie Jaya is based on the formulation of clear objectives, preparation of planned schedules, selection of appropriate supervision approaches and techniques, and the use of appropriate instruments so as to improve the quality of education, focus on learner achievement, teacher competency development, and performance improvement. (2) The implementation of academic supervision at MIN 11 Pidie Jaya is carried out in a structured manner with a pre, during and post observation approach. (3) Evaluation of Academic Supervision at MIN 11 Pidie Jaya has been carried out systematically by involving follow-up to the results of supervision, self-reflection, providing motivation, and evaluation of the results of supervision shows an improvement in teacher performance optimally.

The quality of education at the school level (learning) is influenced by the pedagogical competence of teachers in carrying out their duties, so the pedagogical competence of teachers is one of the important factors in achieving educational success. In accordance with Government Regulation No. 74 of 2008 concerning teachers, it is stated that pedagogical competence is the ability of teachers in managing student learning, which includes a deep understanding of educational foundations. This not only improves the quality of education but also contributes to achieving greater educational goals in society. The ability to understand students is not just about knowing their academic abilities, but also includes the emotional, social, and cultural aspects that shape their learning experiences. The purpose of this research is to: 1) determine the influence of school culture of certified educator teachers on pedagogical competence, 2) determine the influence of academic supervision by the principal on pedagogical competence, 3) determine the influence of school culture of certified educator teachers and academic supervision by the principal on pedagogical competence. The pedagogical competence of certified educators in Tegal Regency has several issues, including some teachers who do not yet understand assessment and lack time discipline, suboptimal teaching preparation, unoptimized learning preparation, inadequate classroom management, and the need for teachers to improve varied teaching strategies to create an enjoyable and memorable learning atmosphere for students. This research uses a quantitative method. The data collection technique uses a questionnaire as the research instrument. The research location is at SMK Bhakti Praja, Tegal Regency. The sample in this study consisted of 60 certified educators. The results of this study indicate that 10.7% of teachers' pedagogical competence is influenced by school culture, 10% is influenced by the academic supervision of the principal, and 17% is influenced by both school culture and the academic supervision of the principal simultaneously. The findings of this study show that: 1) School culture partially affects pedagogical competence, 2) The academic supervision of the principal partially affects pedagogical competence, 3) School culture and academic supervision simultaneously affect pedagogical competence.

This study aims to describe the role of the principal in the implementation of academic supervision, the results and obstacles of academic supervision in improving the professionalism of teachers of SMP Negeri in MuaraTelang, Banyuasin District. This research uses qualitative research with a qualitative descriptive approach. The location of this research is SMP Negeri in MuaraTelangBanyuasin District. Data collection was carried out using observation, interviews and documentation. Data analysis using data reduction techniques, data presentation and drawing conclusions. Checking the validity of the findings is done by observing persistence, triangulation and reference adequacy. The results of this study explain the positive and significant role of principal academic supervision in improving the professionalism of teachers of SMP Negeri in MuaraTelang District, Banyuasin. Through discussion of the implementation of academic supervision, the results of academic supervision, and the inhibiting factors for academic supervision of school principals. The results of the supervision carried out by the principal of the State Junior High School in MuaraTelangBanyuasin District were able to improve teacher professionalism in pedagogic competence, personality competence, professional competence and social competence.

Pedagogic competence must be possessed by all teachers in managing learning in the classroom so that learning objectives can be achieved. The aims of this study were to: 1) determine the magnitude of the influence of academic supervision on teachers' pedagogic competence, 2) determine the magnitude of the influence of organizational culture on teachers' pedagogical competence, and 3) determine the magnitude of the influence of academic supervision and organizational culture together on teachers' pedagogical competence. The research approach used is quantitative. This type of research uses associative research. The population of this study was 471 teachers and the research sample was 216 teachers. Data collection is done by using a questionnaire. The data analysis technique used in this research is descriptive data analysis, prerequisite test which includes normality test, multicollinearity test, heteroscedasticity test, linearity test and hypothesis testing including simple and multiple linear regression. The results showed that: (1) The correlation between academic supervision and teacher pedagogic competence was 0.907. The effect of academic supervision on teacher professionalism is 82.2%, (2) The correlation between organizational culture and teacher pedagogic competence is 0.605. The influence of organizational culture on teachers' pedagogic competence is 66.6%, (3) The correlation between academic supervision and organizational culture on teachers' pedagogic competence is 0.907 and 0.605. The influence of academic supervision and organizational culture on teacher professionalism is 82.2%. The conclusion of this study is that academic supervision and organizational culture affect teacher professionalism by 0.822 or 82.2%. The author suggests that the principal provide direction and guidance, especially regarding the development of students, then the teacher must also pay attention to the talents and interests of students. The principal can reflect and evaluate by increasing the intensity of supervision. Principals can motivate and provide guidance to encourage teachers to complete work well and be oriented towards stability so as to improve teacher performance. Keywords: Pedagogic Competence, Academic Supervision, Organizational Culture.

Academic supervision at TK LKMD Ngambah by the headmaster before the pandemic only completed, the teaching observation step and was carried out directly. With the change in education policy during a pandemic, there is a background in this research. For this reason, the purpose of this study is to explore and describe in-depth information about the implementation of school headmaster academic supervision during the pandemic at TK LKMD Ngambah.The present study employed qualitative research with a case study approach. One headmaster and three teachers participated as the research subjects. Interviews, focus groups, and documentation were utilized to collect the research data. The study used source triangulation and member checks to assess the data validity. In analyzing the data, the Spradley model was completed. The results that the implementation of academic supervision at TK LKMD Ngambah during the pandemic was in accordance with the stages of academic supervision and the implementation was still carried out directly even though learning was online. Furthermore, the learning support documents were not thoroughly examined and the filling-out of the assessment instrument was manipulated.

This study investigates the implementation of academic supervision by the principal in enhancing teachers’ pedagogical competence at State Junior High School. The quality of education is closely associated with the effectiveness of the learning process, and academic supervision plays a strategic role in strengthening teachers’ professional capacity. Employing a qualitative descriptive approach, the study explores the stages of planning, implementation, and evaluation of academic supervision conducted by the principal. Data were collected through classroom observations, semi-structured interviews, and document analysis involving the principal, the vice principal for curriculum affairs, and teachers. The data were analyzed through systematic processes of data reduction, data display, and thematic conclusion drawing, supported by triangulation and member checking to ensure validity and credibility. The findings indicate that academic supervision was implemented systematically and continuously. In the planning stage, the principal developed a structured supervision program, determined schedules and instruments, and integrated professional development activities such as workshops and training sessions. During the implementation stage, supervision was carried out through classroom observations, clinical and individual supervision, and reflective dialogue sessions that provided constructive feedback. The evaluation stage was conducted periodically to assess teachers’ progress and determine appropriate follow-up actions. The results demonstrate measurable improvements in lesson planning, instructional strategies, classroom management, and assessment practices. Despite challenges such as limited time and teachers’ workload, academic supervision made a significant contribution to enhancing pedagogical competence and strengthening the overall quality of the learning process.

The purpose of this study is 1) to find out the picture of the implementation of the principal's academic supervision and 2) to find out the supporting factors and inhibiting factors for implementing the principal's academic supervision. This research approach is qualitative. The data sources in this study are principals and teachers of the field of study. Data collection techniques through interviews, observation, and documentation. Data analysis through data reduction, data presentation, and concluding. The results of this study show that the implementation of academic supervision carried out by the principal first carried out the planning process, such as making learning tools (syllabus and rpp), supervision schedules, supervision instruments, supervision techniques, guiding teachers in carrying out learning activities in class or the field, determining the plan for the implementation of supervision and making a supervision format. The principal informs all teachers to prepare all that will be supervised. The implementation of supervision begins with data collection to find various shortcomings and weaknesses of teachers, carried out at the end of the semester, after the midterm exam. The follow-up to the implementation of the principal's supervision is to guide teachers to improve learning by providing examples, discussions, training, and consultations. Supporting factors are the readiness of teachers to receive guidance, the willingness of teachers to participate in supervision, and inhibiting factors, namely, teachers who do not prepare themselves, and all administrative components become obstacles in the implementation of academic supervision

This study employed a descriptive qualitative method with a narrative design, aiming to explore and understand the implementation of academic supervision by school principals in enhancing teachers’ pedagogical competence in primary schools located in the border region of East Kalimantan. The narrative approach was chosen to allow the researcher to reconstruct the personal and professional experiences of principals and teachers as meaningful narratives within the context of educational supervision. Data were collected through in-depth interviews, direct observation, and document analysis. The participants of this study included school principals, teachers, and school supervisors selected through purposive sampling, based on their direct involvement in academic supervision practices. Data analysis employed Miles and Huberman’s interactive model, which consists of data reduction, data display, and conclusion drawing/verification. Data validity was ensured through source and method triangulation, prolonged engagement in the field, and member checking to confirm the credibility of the findings with the participants. This methodological approach enabled the researcher to interpret the narratives of principals’ and teachers’ experiences in conducting academic supervision, highlight the strategies used to develop teachers’ pedagogical competencies, and uncover contextual challenges faced in remote and border-area schools.

This study aims to determine personality competence, social competence and academic supervision of high school supervisors as well as the influence of personality and social competencies on the implementation of academic supervision conducted by high school supervisors. The type of research is ex post facto research. The study population was all permanent teachers with the status of civil servants (PNS) in State High Schools in Luwu Regency. The study sample consisted of 152 teachers obtained by the proportional simple random sampling technique. The data of this study were collected using the personality and social competency instruments of the supervisor and the implementation of academic supervision in the form of questionnaires with a Likert scale model. The data analysis technique used is descriptive analysis and multiple regression analysis. The results of the study indicate that: (1) the competence of personality and social competence of high school supervisors is in the very high and high category, and the implementation of supervisory academic supervision in high schools is in the good category. (2) The supervisory personality and social competencies in high school together have a positive effect on the supervisory academic supervision, and (3) Personality competency and supervisory social competence each have a positive influence on the implementation of supervisory academic supervision in high school.