EFEKTIVITAS SUPERVISI AKADEMIK KEPALA MADRASAH BERBASIS COACHING ISLAMI TERHADAP PENINGKATAN KOMPETENSI PEDAGOGIK GURU

Abstract

This study aims to analyze the effectiveness of Islamic-based coaching academic supervision in improving teachers’ pedagogical competence in Islamic schools. The research background stems from the problem of conventional supervision, which tends to be one-directional and less impactful on teachers’ professional development. Islamic coaching was chosen as an alternative approach because it integrates reflective dialogue, professional guidance, and Islamic spiritual values such as sincerity (ikhlas), trustworthiness (amanah), and excellence (ihsan). This research employed a descriptive qualitative method with data collected through interviews, observations, and documentation. Data were analyzed using the Miles and Huberman interactive model.

The findings indicate that Islamic coaching–based academic supervision significantly enhances teachers’ pedagogical competence. Teachers become more reflective, open to feedback, and motivated to improve their instructional practices. Islamic coaching allows teachers to identify strengths and weaknesses through a humanistic and dialogical process. The headmaster provides role modeling, spiritual motivation, and technical guidance that encourage teachers to improve the quality of learning. Improvements were observed in lesson planning, teaching strategies, classroom management, and authentic assessment. Overall, this study concludes that Islamic coaching–based academic supervision is effective for sustainable pedagogical development and can serve as a model for teacher professional coaching in Islamic schools.