Supervisi Pembelajaran
DOI:
https://doi.org/10.51468/ijer.v3i1.1320Keywords:
Instructional supervision, Learning quality, Teacher professionalismAbstract
Learning quality is a crucial factor in determining the overall quality of education in schools, as it directly influences students’ learning experiences and outcomes. Teachers play a central role in this process; however, effective instructional practices require continuous professional support. In this context, instructional supervision is positioned as a strategic instrument for improving the quality of teaching and learning through constructive and reflective pedagogical guidance. This article aims to conceptually examine instructional supervision, including its definitions, objectives, principles, techniques, and the roles of educational stakeholders, as well as to analyze its impact on learning quality and educational improvement. This study employs a qualitative approach using a library research method, with data sources consisting of scholarly books, accredited national journals, international journals, and relevant educational policies. The findings indicate that instructional supervision implemented in a democratic, sustainable, and collaborative manner contributes positively to the enhancement of teachers’ professional competence, the improvement of instructional processes, and the development of a positive academic culture within schools. Instructional supervision functions not merely as an evaluative activity but as a professional development process that plays a significant role in educational quality assurance. Therefore, strengthening instructional supervision is a strategic necessity for achieving sustainable improvement in learning quality.
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