TAROGAU: Journal of Islamic Studies

The Role of School Supervisors' Academic Supervision in Realising Quality Learning at SD Negeri 73 Kota Ternate

Nurul Fathinah — 2026-08-30

This study aims to describe the implementation of academic supervision, analyse its role in improving teacher performance, and describe its impact on learning quality at SD Negeri 73 Kota Ternate. A descriptive qualitative approach with a phenomenological method was used. Data were collected through participatory observation, in-depth interviews, and documentary study, and were analysed using the Miles, Huberman, and Saldaña model, comprising data reduction, data display, and conclusion drawing. The findings show, first, that academic supervision at SD Negeri 73 Kota Ternate is implemented through planning, classroom observation, and follow-up stages using a collaborative and humanistic, coaching-based approach; second, that academic supervision plays a role in improving teachers' pedagogical discipline, the completeness of their instructional administration, their pedagogical competence, and their creativity in teaching; and third, that its impact on learning quality is reflected in more effective learning, more active students, improved classroom interaction, and improved student learning outcomes. This study concludes that academic supervision that is systematic, sustained, and humanistic contributes significantly to improving teacher performance and learning quality at SD Negeri 73 Kota Ternate.

The Research and Development Supervision Competence of Islamic Religious Education Supervisors

Sartika Hasan — 2026-08-30

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.

Formulation of Islamic Value-Based Family Financial Management in Restructuring Family Stability and Well-Being

Ria Hayati — 2026-08-30

The sustainability and harmony of a family are significantly influenced by the management of its financial resources, particularly when facing contemporary economic dynamics. Weak domestic financial management often triggers family financial distress, which leads to disharmony and even divorce. This study aims to analyze the formulation of Islamic value-based family financial management in restructuring household stability and well-being. The research method employed is qualitative with a library research approach, where data were gathered from various scientific literatures, secondary data, and relevant religious texts, and subsequently analyzed using content analysis techniques. The results of the study indicate that effective family financial management can be formulated through the integration of contemporary functional management functions (planning, organizing, executing, and controlling) with Islamic economic principles. These principles encompass a halal livelihood orientation, frugal behavior (iqtishad), and a balanced worldly-hereafter allocation based on QS. Al-Furqan: 67 and QS. Yusuf: 47. The implementation of transparent, accountable, and disciplined domestic management in applying the 5T evaluation pillars (Right Purpose, Right Time, Right Place, Right Price, Right Quality) is empirically proven to reduce miscommunication between spouses. Through this financial literacy competence, household economic stability can be restructured, thereby fostering genuine family well-being (sakinah, mawaddah, wa rahmah).

The Social Competence of Islamic Religious Education Supervisors at SD Negeri 53 Ternate City

Suhartini Saleh — 2026-08-30

This study aims to describe and analyze the social competence of Islamic Religious Education (PAI) supervisors at SD Negeri 53 Kota Ternate. Social competence is one of the essential dimensions of effective educational supervision, encompassing the ability to build harmonious relationships, interpersonal communication, and attitudes of tolerance and empathy. The study employed a descriptive qualitative method, with data collected through in-depth interviews with PAI teachers. The findings indicate that the PAI supervisor discharges his duties professionally, is active in mentoring teachers, participates in religious activities, and maintains sound working relationships with the school principal and the wider community. The limited number of supervisory personnel nevertheless remains the principal constraint on the effectiveness of supervision. An increase in the number of supervisors and regular training in social competence are therefore needed to support the optimization of the PAI supervisor's role.

The Orientation of Islamic Educational Psychology in School and Pre-School Settings

Hasna Abdusamad — 2026-08-30

This study examines the orientation of Islamic educational psychology in the school and pre-school setting, addressing three questions: what Islamic educational psychology is, how it operates within formal schooling, and how it bears on pre-school education. A library research design was used, following a narrative review approach that drew on Google Scholar articles selected for open access, relevance to learning, and relevance to Islamic educational psychology, alongside classical Islamic sources and the Qur'an consulted as primary texts. The findings show that Islamic educational psychology is grounded in the Qur'anic conception of learning as a religious obligation oriented toward hikmah, wisdom, and character, exemplified in the Qur'an by the figure of Luqman. Within schools, this orientation is realised through four psychologically grounded practices: cultivating students' enthusiasm, offering realistic hope, giving reward, and directing behaviour through a relationship of mutual respect between teacher and student. Within pre-school education, it depends on parental consistency, a stable emotional confidant, a supportive community environment, and a curriculum that resists the drift toward academic content at the expense of play. Read together, these findings indicate that the disorientation documented in prior literature at the pre-school level is connected to a parallel disorientation at the level of formal schooling, and that both call for psychological literacy to be integrated throughout Islamic teacher-education curricula rather than treated as a separate track.