Implementation Of Islamic Religious Education Supervision In Enhancing Teacher Professionalism In State Schools In East Binjai District

Abstract

This study is motivated by the urgency of enhancing the professionalism of Islamic Religious Education teachers in public schools, who play a central role in shaping students' character. The research aims to analyze the implementation of Islamic educational supervision in improving the professionalism of Islamic Religious Education teachers across public schools in the East Binjai District. A qualitative method with a case study approach was employed, collecting data through in-depth interviews, participatory observation, and document analysis involving school principals, supervisors, and Islamic Religious Education teachers. The findings reveal that the implementation of mentoring-oriented academic supervision is running quite effectively, although it has not yet been fully structured and sustained. The supervision conducted significantly contributes to the enhancement of teachers' pedagogical and professional competencies through constructive feedback, lesson study mentoring, and internal workshops. A key finding of the study indicates that the effectiveness of supervision heavily depends on the supervisor's interpersonal quality and the shared commitment to continuous improvement, which ultimately leads to the enhanced quality of Islamic religious learning in the classroom. The implication of this research is the importance of developing a structured and sustainable collaborative supervision model for Islamic Religious Education teachers.