The Research and Development Supervision Competence of Islamic Religious Education Supervisors

Abstract

One of the competency dimensions a school principal must possess, as stipulated in Permendiknas Number 13 of 2007 concerning School Principal Standards, is supervisory competence, most notably academic supervision of the teaching and learning process. Beyond the school principal, Islamic Religious Education (PAI) supervisors are also required to master a research and development competence, alongside personality, academic supervision, managerial supervision, evaluation, and social competencies, as mandated by the Regulation of the Minister of Religious Affairs Number 2 of 2012. This study aims to analyse whether the research and development supervision competence of PAI supervisors in schools has been fully realised, or whether it remains insufficiently directed toward PAI teachers, students, and schools. The study used a qualitative case-study design. Data were obtained through in-depth interviews using purposive sampling with PAI teachers and their supervisor at MTs Alkhairat Gambesi; transcripts were analysed thematically using qualitative analysis software (NVivo). The findings show that the supervisor's mastery of PAI teaching methods and his capacity to mentor teachers holistically are well realised, and that supervision planning and evaluation follow a structured annual cycle. However, the competence's distinctive research dimension, namely the systematic conduct of research and the compilation of documented teaching handbooks, remains only partially realised, present as intention rather than concrete output. These findings identify the specific location of the gap between policy and practice and may serve as baseline data for further research examining this issue in different contexts.