Institusionalisasi supervisi instruksional berbasis tauhid di SMA IBS Ar-Rohmah Putri 1 Malang
DOI:
https://doi.org/10.32832/itjmie.v7i3.23189Kata Kunci:
instructional supervision, ; institutionalization, tauhid valuesAbstrak
This study examines the institutionalization of tawhid-based instructional supervision at SMA Ar-Rohmah Putri Islamic Boarding School in Malang, Indonesia. The objective is to analyze how instructional supervision becomes institutionalized as a sustainable organizational practice through the integration of Islamic values. Using Scott's three-pillar institutionalization framework, this qualitative case study was conducted from November to December 2025. Data were collected through in-depth interviews with three key informants, document analysis, and open-ended questionnaires completed by 26 teachers, then analyzed using thematic analysis by Braun and Clarke. Findings reveal that supervision institutionalization occurs through three interconnected pillars: (1) the regulative pillar, manifested through multi-level supervision structures and standardized procedures; (2) the normative pillar, functioning through internalization of tawhid values that provide moral legitimacy; and (3) the cognitive-cultural pillar, reflected in teachers' perception shift from supervision as evaluative threat to professional development necessity. The study identifies five main challenges and corresponding adaptive strategies, including peer supervision empowerment, differentiated supervision, layered verification mechanisms, and the "feedback as gift" culture. This study contributes theoretically by demonstrating that in Islamic educational contexts, the normative pillar serves as the primary driver of institutionalization, surpassing the regulative pillar.
Abstrak
Penelitian ini mengkaji institusionalisasi supervisi instruksional berbasis tauhid di SMA Ar-Rohmah Putri Pesantren Malang. Tujuannya adalah menganalisis bagaimana supervisi instruksional terinstitusionalisasi sebagai praktik organisasi berkelanjutan melalui integrasi nilai-nilai Islam. Menggunakan kerangka tiga pilar institusionalisasi Scott, studi kasus kualitatif ini dilaksanakan pada November hingga Desember 2025. Data dikumpulkan melalui wawancara mendalam dengan tiga informan kunci, analisis dokumen, dan kuesioner terbuka kepada 26 guru, kemudian dianalisis menggunakan analisis tematik Braun dan Clarke. Temuan menunjukkan bahwa institusionalisasi supervisi berlangsung melalui tiga pilar yang saling terhubung: (1) pilar regulatif, termanifestasi melalui struktur supervisi berlapis dan prosedur terstandar; (2) pilar normatif, bekerja melalui internalisasi nilai tauhid yang memberikan legitimasi moral; dan (3) pilar kognitif-kultural, tercermin dari transformasi persepsi guru terhadap supervisi dari ancaman evaluatif menjadi kebutuhan pengembangan profesional. Studi ini mengidentifikasi lima tantangan utama beserta strategi adaptifnya, meliputi pemberdayaan supervisi sejawat, supervisi terdiferensiasi, mekanisme verifikasi berlapis, dan budaya umpan balik sebagai hadiah. Secara teoretis, penelitian ini berkontribusi dengan menunjukkan bahwa dalam konteks pendidikan Islam, pilar normatif berfungsi sebagai motor utama institusionalisasi yang melampaui kekuatan pilar regulatif.
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