Integrating Pesantren Values into Academic Supervision: A Model for Enhancing Madrasah Teacher Professionalism

Abstract

This study examines the implementation of a pesantren values based academic supervision system at MTs Al Rosyid Bojonegoro, an Islamic junior secondary school integrated with an Islamic boarding school environment. Although academic supervision is widely applied in madrasahs, many practices still rely on conventional administrative approaches and have not fully integrated the distinctive cultural and spiritual values of pesantren education. This study therefore aims to analyze how supervision is organized and implemented within a pesantren context and how it contributes to strengthening teacher professionalism. A qualitative case study design was employed. Data were collected through observations, in depth interviews, and documentation involving the principal, teachers, and administrative staff. The data were analyzed using the interactive model of Miles and Huberman, including data condensation, data display, and conclusion drawing and verification. The findings reveal a dual supervision system consisting of academic and non academic monitoring implemented within a twenty four hour boarding school environment. Supervision is conducted collaboratively by the principal, teacher supervisors, and staff through structured daily, weekly, monthly, semester, and annual evaluations. The process integrates classroom observation, performance assessment, reporting, and continuous coaching, which collectively enhance teachers’ pedagogical competence, discipline, and professional responsibility. This study proposes a contextual model of academic supervision that integrates managerial procedures with pesantren values and offers an alternative framework for improving teacher professionalism and educational quality in Islamic educational institutions.