From Compliance to Professional Learning: Academic Supervision and Islamic Education Teacher Professionalism in Islamic Senior High School
A Single-Case Study in a Madrasah–Foundation–Pesantren Ecosystem
DOI:
https://doi.org/10.59211/mjpjetl.v4i2.459Keywords:
Academic supervision, teacher professional learning, teacher professionalism, Islamic education, madrasah–pesantrenAbstract
This study examines how academic supervision can move beyond administrative compliance to support the professional learning of Islamic Education teachers within a madrasah ecosystem integrated with a foundation and an Islamic boarding school. Using an interpretive qualitative single-case study design, the research was conducted at MA Khozinatul Ulum Blora. Data were collected through semi-structured interviews, observations, and document analysis involving the madrasah principal, seven Islamic Education teachers, the foundation chair, the pesantren leader, and students as triangulation informants. The data were analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings show that supervision operated through both formal and informal mechanisms, while its capacity to foster professional learning depended on feedback quality, trust, openness, reflection, teacher agency, and follow-up. Dialogical feedback encouraged pedagogical improvement, whereas predominantly evaluative feedback tended to produce compliance and administrative adjustment. The interaction among the madrasah, foundation, and pesantren also shaped a form of professionalism that combined pedagogical, institutional, and moral dimensions. These findings inform the proposed Relational–Reflective Supervisory Learning Model, which explains how supervision can be transformed into a pathway toward teacher professionalism.
Downloads
References
V. D. Opfer dan D. Pedder, “Conceptualizing teacher professional learning,” Rev. Educ. Res., vol. 81, no. 3, hal. 376–407, 2011, doi: 10.3102/0034654311413609;ISSUE:ISSUE:DOI.
L. M. Desimone, “Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures,” Educ. Res., vol. 38, no. 3, hal. 181–199, Apr 2009, doi: 10.3102/0013189X08331140;PAGEGROUP:STRING:PUBLICATION.
E. Dorukbaşi dan R. Cansoy, “Examining the mediating role of teacher professional learning between perceived instructional leadership and teacher instructional practices,” Eur. J. Educ., vol. 59, no. 3, hal. e12672, Sep 2024, doi: 10.1111/EJED.12672;CTYPE:STRING:JOURNAL.
D. Mavi, G. Tuti, dan M. Özdemir, “Instructional leadership as a catalyst for teacher professionalism: a multilevel mediation model of teacher collaboration,” J. Educ. Adm., vol. 63, no. 6, hal. 536–550, Agu 2025, doi: 10.1108/JEA-02-2025-0055.
M. Tuytens dan G. Devos, “Stimulating professional learning through teacher evaluation: An impossible task for the school leader?,” Teach. Teach. Educ., vol. 27, no. 5, hal. 891–899, Jul 2011, doi: 10.1016/J.TATE.2011.02.004.
S. Levi-Nielsen, A. Dowdy, R. M. Tobin, dan W. J. Schneider, “A systematic review and single-case meta-analysis of performance feedback as teacher professional development,” J. Sch. Psychol., vol. 115, hal. 101527, Apr 2026, doi: 10.1016/J.JSP.2025.101527.
H. Haryanto, “Teacher Professional Development in Academic Supervision: A Qualitative Study at ‘Madrasah Tsanawiah,’” J. Educ. Teach., vol. 5, no. 3, hal. 350–361, Nov 2024, doi: 10.51454/JET.V5I3.445.
N. Izzati, I. Istiqomah, L. Chusnita, dan S. Soedjono, “From Evaluation to Reflection: The Transformation of Academic Supervision as a Strategy for Teacher Professional Development in Islamic Elementary Schools,” J. Educ. Sci., vol. 10, no. 3, hal. 1162–1172, Mar 2026, doi: 10.31258/JES.10.3.P.1162-1172.
A. N. M. Fuadi, A. I. A. Jaya, D. A. Fitriana, dan I. bin Salem, “Strategic management of digital transformation in aqidah akhlak learning at islamic senior high schools,” Turots J. Pendidik. Islam, vol. 7, no. 2, hal. 855–869, 2025, doi: 10.51468/jpi.v7i2.1142.
P. Runhaar, K. Sanders, dan H. Yang, “Stimulating teachers’ reflection and feedback asking: An interplay of self-efficacy, learning goal orientation, and transformational leadership,” Teach. Teach. Educ., vol. 26, no. 5, hal. 1154–1161, Jul 2010, doi: 10.1016/J.TATE.2010.02.011.
S. Liu, P. Hallinger, dan D. Feng, “Supporting the professional learning of teachers in China: Does principal leadership make a difference?,” Teach. Teach. Educ., vol. 59, hal. 79–91, Okt 2016, doi: 10.1016/J.TATE.2016.05.023.
J. Tayag dan N. Ayuyao, “Exploring the relationship between school leadership and teacher professional learning through structural equation modeling,” Int. J. Educ. Manag., vol. 34, no. 8, hal. 1237–1251, Apr 2020, doi: 10.1108/IJEM-11-2018-0372.
S. M. Talebizadeh, R. Hosseingholizadeh, dan M. Ş. Bellibaş, “Analyzing the relationship between principals’ learning-centered leadership and teacher professional learning: The mediation role of trust and knowledge sharing behavior,” Stud. Educ. Eval., vol. 68, hal. 100970, Mar 2021, doi: 10.1016/J.STUEDUC.2020.100970.
K. Brodie, “Teacher agency in professional learning communities,” Prof. Dev. Educ., vol. 47, no. 4, hal. 560–573, 2021, doi: 10.1080/19415257.2019.1689523.
B. Dağdeviren Ertaş, M. Özdemir, dan G. Vural, “Empowered to act: How leadership fosters teacher agency,” Educ. Manag. Adm. Leadersh., 2025, doi: 10.1177/17411432251400268;WEBSITE:WEBSITE:SAGE;WGROUP:STRING:PUBLICATION.
F. Abbaspour, R. Hosseingholizadeh, dan M. Ş. Bellibaş, “Uncovering the role of principals in enhancing teacher professional learning in a centralized education system,” Int. J. Educ. Manag., vol. 38, no. 3, hal. 873–889, Apr 2024, doi: 10.1108/IJEM-12-2023-0654.
A. H. Sahaludin, W. Wahyudin, dan ; Agus Gunawan, “Academic Supervision of The Head of Madrasah in Indonesia: A Meta-Analysis,” IJGIE (International J. Grad. Islam. Educ., vol. 4, no. 1, hal. 1–13, Feb 2023, doi: 10.37567/IJGIE.V4I1.1593.
E. Tamsiyati, Y. Yuniar, dan Y. T. Samiha, “Clinical academic supervision and professional identity transformation among PAI teachers in an Indonesian madrasah,” Asatiza J. Pendidik., vol. 7, no. 2, hal. 275–292, Mei 2026, doi: 10.46963/ASATIZA.V7I2.3646.
Rofiqi, H. S. Zainiyati, K. Niam, Kusaeri, dan A. M. Zuhri, “Educational Leadership Transformation in Traditional Settings: Policy Adaptation and Distributed Authority in Indonesian Pesantren,” Leadersh. Policy Sch., Jan 2026, doi: 10.1080/15700763.2025.2608041.
A. Djamil, S. Patimah, N. Hidayati Murtafiah, dan A. Gani, “Between Managerial Competency and Moral Authority: Contextualizing Educational Leadership in Indonesian Madrasahs,” Al-Tanzim J. Manaj. Pendidik. Islam, vol. 10, no. 4, hal. 1140–1154, Jul 2026, doi: 10.33650/AL-TANZIM.V10I4.14676.
K. Arar, R. Cansoy, M. E. Türkoğlu, dan R. Utku, “Islamic educational leadership: A systematic review of empirical evidence and a conceptual framework,” J. Educ. Adm. Hist., Mei 2026, doi: 10.1080/00220620.2026.2671907.
Sugiyono, Metodologi Penelitian Kuantitatif, Kualitatif dan R & D. Bandung: ALFABETA, 2020.
M. B. Miles, A. M. Huberman, dan J. Saldana, “Qualitative Data Analysis: A Methods Sourcebook. Third Edition.,” SAGE Publ. Ltd, 2014.
Fenti Hikmawati, Metodologi Penelitian. Depok: Rajawali Pers, 2020.
P. M. Abdullah, Metologi Penelitian Kuantitatif. 2015.
N. R. Sonia, “Supervisi Pengembangan Mutu Pendidikan: Tinjauan Konsep Developmental Supervision Glickman,” Southeast Asian J. Islam. Educ. Manag., vol. 3, no. 1, hal. 103–122, Jun 2022, doi: 10.21154/SAJIEM.V3I1.97.
D. M. Hinojosa, “Practice what you teach: Onsite coaching and dialogic feedback to promote the appropriation of instructional strategies,” Teach. Teach. Educ., vol. 111, hal. 103582, Mar 2022, doi: 10.1016/J.TATE.2021.103582.
L. W. Grant, J. H. Stronge, J. Zhang, J. Zhao, dan S. Menon, “The Enduring Tension Between the Professional Growth and Accountability Purposes of Teacher Evaluation: A Ten-Year Review,” Educ. Sci. 2026, Vol. 16, Page 895, vol. 16, no. 6, hal. 895, Jun 2026, doi: 10.3390/EDUCSCI16060895.
E. Delvaux, J. Vanhoof, M. Tuytens, E. Vekeman, G. Devos, dan P. Van Petegem, “How may teacher evaluation have an impact on professional development? A multilevel analysis,” Teach. Teach. Educ., vol. 36, hal. 1–11, Nov 2013, doi: 10.1016/J.TATE.2013.06.011.
V. Dehombreux, “Building trust and impacting teachers’ professional growth: A conceptual framework of formative supervision,” Theory Pract., vol. 65, no. 1, hal. 23–36, Jan 2026, doi: 10.1080/00405841.2025.2607933.
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Ahmad Arif Muhrodhi
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Authors grant the journal the right of first publication. which permits unrestricted use, distribution, and reproduction in any medium, provided that the original work is properly cited. Authors are responsible for ensuring that any third-party materials included in their work have proper permissions.
Comments
Comments are checked by the editorial team before they appear. Keep to the article's content; personal attacks, advertising and spam are removed.
Write a comment
Please log in to comment. Log in