CLINICAL AND ACADEMIC SUPERVISION FOR STRENGTHENING TEACHERS' PEDAGOGICAL COMPETENCE IN PRIVATE MADRASAH ALIYAH IN OGAN KOMERING ILIR

Abstract

Teacher pedagogical competence determines the quality of lesson planning, classroom interaction, assessment, and student development. In private Madrasah Aliyah in Ogan Komering Ilir, teachers face uneven mastery of teaching materials, limited learning media and facilities, difficulties understanding student characteristics, and inconsistent instructional collaboration. This study examines how clinical and academic supervision are implemented to strengthen pedagogical competence and what improvement efforts accompany them. A qualitative case-study approach was used across three private Madrasah Aliyah. Data were obtained from principals, teachers, observations, interviews, and institutional documents, then analyzed through data reduction, data display, conclusion drawing, and verification with triangulation and member checking. Findings show that clinical supervision operates through an initial conference, classroom observation, and a final feedback discussion, while academic supervision emphasizes scheduled classroom visits, coaching, observation of teaching, and follow-up. Both approaches support syllabus and lesson planning, method selection, classroom management, learning-media use, technology integration, and responsiveness to learner characteristics. Context-specific responses include workshops, MGMP participation, regular coaching, creative use of available media, and collaborative problem solving. The study concludes that supervision is most effective when collegial, diagnostic, continuous, and followed by targeted professional development. Supervisors should diversify techniques, sustain follow-up beyond one visit, and strengthen teacher learning communities.