Islamic Value-Based Academic Supervision in Muhammadiyah Schools
Kata Kunci:
academic supervision, Islamic values, Muhammadiyah schools, teacher professionalism, educational qualityAbstrak
This study examines Islamic value-based academic supervision in Muhammadiyah schools, focusing on how supervision practices at SMA Muhammadiyah Limbung integrate the values of ihsan, sincerity, exemplary leadership, and renewal. The study is grounded in the view that academic supervision should not only control administrative compliance or classroom techniques, but should also guide teachers to work professionally, ethically, and spiritually within the mission of Muhammadiyah education. A mixed-methods approach with a sequential exploratory design was employed. Quantitative data were collected from 37 teachers using observation sheets, while qualitative data were obtained through interviews with the principal, vice principal for curriculum, and teachers, supported by relevant documentation. The findings show that the integration of Islamic values in supervision is categorized as high: ihsan achieved an average score of 3.59, sincerity 3.63, exemplary leadership 3.54, and renewal 3.45. These results indicate that academic supervision has been implemented through trust, discipline, responsibility, commitment, mutual respect, collaboration, and openness to innovation. The study concludes that Islamic value-based academic supervision strengthens teacher professionalism and supports the development of a disciplined, collaborative, and progressive Muhammadiyah school culture.
Referensi
Abidin, A. Z. (2019). Upaya meningkatkan motivasi dan kinerja guru melalui supervisi kepala sekolah pada SMPN 3 Masbagik. Jurnal Pendidikan dan Ilmu Sosial, 1(2), 224–246.
Aderibigbe, S. A., Idriz, M., Alzouebi, K., AlOthman, H., Hamdi, W. B., & Companioni, A. A. (2023). Fostering tolerance and respect for diversity through the fundamentals of Islamic education. Religions, 14(2), 1–16. https://doi.org/10.3390/rel14020212
Al Rasyid, A. H., Uliyah, T., & Ekowati, E. (2024). Peran etos kerja kepala madrasah dalam meningkatkan kompetensi pedagogik guru. Journal on Education, 6(2), 13601–13609. https://doi.org/10.31004/joe.v6i2.5212
Ali, M. (2022). Supervisi akademik kepala sekolah dalam peningkatan mutu pembelajaran guru di SMP Muhammadiyah Balikpapan.
Anajih, W. (2019). Manajemen peningkatan mutu berbasis madrasah. JIEM: Journal of Islamic Education Management, 3(2). https://doi.org/10.24235/jiem.v3i2.5991
Ayati, N. (2022). Konsep pendidikan multikultural di lembaga pendidikan Muhammadiyah. Jurnal Kajian Islam dan Masyarakat, 5(1).
Briliandona, T. B., Riyanto, Y., & Purbaningrum, E. (2022). Supervisi kepala sekolah: Telaah nilai-nilai keislaman dalam Permendiknas Nomor 12 Tahun 2007. NUR EL-ISLAM, 9(1), 42–61. https://doi.org/10.51311/nuris.v9i1.388
Cikaa, H. (2020). Peranan kompetensi guru Pendidikan Agama Islam dalam meningkatkan interaksi pembelajaran di sekolah. Guru Tua: Jurnal Pendidikan dan Pembelajaran, 3(1), 43.
Ferdinan, F. (2023). Implementasi pendekatan kontekstual dalam pembelajaran Pendidikan Agama Islam pada peserta didik di MTs Muhammadiyah Datarang Kabupaten Gowa, 6(1), 8577–8590.
Firmansyah, F., Tiro, A., & Hartini, H. (2023). Peran budaya kerja kepala sekolah terhadap peningkatan kompetensi kinerja guru. Utility: Jurnal Ilmiah Pendidikan dan Ekonomi, 7(1), 10–18. https://doi.org/10.30599/utility.v7i01.2166
Hafni, D. A., & Harventy, G. (2013). Membingkai good corporate governance amal usaha Muhammadiyah dalam kerangka amanah. Jurnal Akuntansi & Investasi, 14(2), 86–95.
Kholili, A. N., & Fajaruddin, S. (2020). Manajemen strategik peningkatan mutu lembaga pendidikan Muhammadiyah di Kabupaten Gunungkidul. Jurnal Akuntabilitas Manajemen Pendidikan, 8(1), 53–69. https://doi.org/10.21831/jamp.v8i1.31630
Lestari, D. P., & Fauzi, A. M. (2022). Muhammadiyah’s contribution to education in Indonesia and its influence on people’s social life. Proceedings of the International Joint Conference on Arts and Humanities 2021, 618, 833–836. https://doi.org/10.2991/assehr.k.211223.144
Manan, M. A. (2019). Peran kepemimpinan kepala madrasah dalam mengembangkan budaya mutu. Lisan Al-Hal, 13(1), 173–196. https://doi.org/10.35316/lisanalhal.v13i1.456
Mawardi, Ferdinan, F., & Nurhidayah, M. (2024). Peningkatan kinerja guru melalui integrasi nilai-nilai Islam di SMA Muhammadiyah Limbung Kabupaten Gowa, 14(3), 341–358.
Mediatati, N., & Jati, D. H. P. (2022). Supervisi kepala sekolah: Peningkatan kualitas pembelajaran guru dan hasil belajar peserta didik. Jurnal Penelitian dan Pengembangan Pendidikan, 6(3), 422–431. https://doi.org/10.23887/jppp.v6i3.48774
Muniroh, S., Soedjarwo, S., & Roesminingsih, E. (2022). Pengaruh kemampuan manajerial dan supervisi kepala madrasah terhadap kinerja guru. JDMP, 7(1), 24–38. https://doi.org/10.26740/jdmp.v7n1.p24-38
Putri, P. Y., & Jamilus, J. (2022). Meningkatkan kinerja guru melalui prinsip supervisi pendidikan. Jurnal Manajemen Pendidikan Islam, 1(1), 31. https://doi.org/10.31958/manapi.v1i1.5957
Qolbiyah, A., Amril, M., & Zulhendri. (2023). Konsep integrasi agama dan sains: Makna dan sasarannya. Jurnal Basicedu, 7(3), 1924–1934. https://doi.org/10.31004/basicedu.v7i3.5711
Susilo, M. J. (2016). Kajian kemandirian sekolah di amal usaha Muhammadiyah. Prosiding Seminar Nasional Pendidikan Berkemajuan dan Menggembirakan, 625–633.
Suyatno, S. (2020). Upaya meningkatkan kinerja guru melalui supervisi akademik di SD Negeri 001 Gunung Kijang Kepulauan Riau. Jurnal Pembelajaran Prospektif, 5(2), 1–7. https://doi.org/10.26418/jpp.v5i2.43095
Yudaningsih, N. (2023). Pengaruh supervisi kepala sekolah dan budaya sekolah terhadap peningkatan kinerja guru. Jurnal Buana Informatika CBI, 6(1), 23–36. https://doi.org/10.53918/jbicbi.v6i1.47
