ANALYSIS OF ACADEMIC SUPERVISION IMPLEMENTATION ON THE PEDAGOGICAL AND PROFESSIONAL COMPETENCE OF ISLAMIC RELIGIOUS EDUCATION (PAI) TEACHERS

Abstract

This qualitative case study examines the implementation of academic supervision by the principal and its impact on the pedagogical and professional competencies of Islamic Religious Education (PAI) teachers at SMP Negeri 7 Tual, Maluku Province, Indonesia. Using a descriptive qualitative approach based on case study methodology, data were collected through in-depth semi-structured interviews with key informants. consisting of the principal, vice principal for academic affairs, and three Islamic Religious Education (PAI) teachers, supplemented by classroom observations and document analysis of supervision notes and lesson plans. Data were analyzed using the Miles, Huberman, and Saldana model of data condensation, data display , and conclusion drawing. Credibility was ensured through checking and triangulation. The findings indicate that academic supervision at SMP Negeri 7 Tual is formally planned but inconsistently implemented, with observed follow-up activities still underdeveloped. Supervision has a positive effect on the pedagogical and professional competence of senior Islamic Religious Education teachers, but its impact on junior teachers is limited by the lack of structured mentoring, which limits access to external professional development. This study concludes that a context-responsive and dialogue-centered model of academic supervision is crucial for improving the quality of Islamic Religious Education teachers in remote island environments.