SUPERVISI KEPALA MADRASAH DALAM MENINGKATKAN KINERJA GURU STUDI KASUS DI MADRASAH DINIYAH TAKMILIYAH ULA BAITUL HIKMAH CIAWI BOGOR

Abstract

Education in *Madrasah Diniyah* plays a strategic role in character building and strengthening Islamic religious knowledge; however, it still faces challenges such as weak management, limited facilities, and low teacher quality. This study aims to analyse the role of the *Madrasah* Head's supervision in improving teacher performance at *Madrasah Diniyah Takmiliyah Ula* (MDTU) Baitul Hikmah, Ciawi, Bogor, focusing on three aspects: (1) supervision services, (2) the approaches employed, and (3) the impact on teacher performance. A descriptive qualitative method with a case study approach was used; data were collected through in-depth interviews with supervisors, the *madrasah head, and teachers, as well as through observation and document analysis. The results indicate that supervision by the *Madrasah* Head at MDTU Baitul Hikmah is conducted in a humanistic, collaborative, and continuous manner, utilising techniques such as classroom visits, reflective discussions, and individual mentoring. This approach proved effective in enhancing teacher performance, particularly regarding lesson planning, the use of varied teaching methods, and classroom management. Furthermore, the supervision positively impacted teacher motivation and student learning outcomes. Key challenges included teachers' limited time and resistance from senior teachers, which were addressed through persuasive communication and scheduling flexibility. This study contributes to strengthening the concept of mentoring-based academic supervision in non-formal educational institutions like *Madrasah Diniyah*. Consequently, similar supervision models could be adopted by other *Madrasah* institutions in comparable contexts to improve the quality of instruction.

Keywords: *Madrasah Diniyah*, *Madrasah* Head Supervision, Teacher Performance, Islamic Education, Nonformal Education, Case Study, Qualitative Research, Quality of Instruction.