Development of an Andragogy-Based Partnership Supervision System for Madrasah Principals
DOI:
https://doi.org/10.15294/jone.v12i2.57719Keywords:
Andragogical, Partnership , Supervision SystemAbstract
Background - Academic supervision is a function of madrasah principals that assists teachers in improving the quality of learning processes and outcomes. However, literature review and a preliminary survey in public madrasahs in Sumedang Regency indicated that supervision remained interrogative, emphasized inspections to identify errors, did not encourage teachers to try new practices, and provided little opportunity for teachers to analyze weaknesses in their teaching.
Research Urgency - This article examines an andragogy-based partnership supervision system intended to support a more humane and constructive implementation of academic supervision.
Research Objectives - This study aimed to explore the design and implementation of an andragogy-based partnership supervision system, examine the associated learning outcomes, and develop a supervision model.
Research Methods - The study used a research and development approach adapted into four stages: introduction, design, development, and dissemination. Qualitative data were collected through observation, interviews, and document analysis, while quantitative data were obtained through questionnaires and a one-group pretest-posttest evaluation.
Research Findings - The study produced a system design, documented its implementation, and examined preliminary effectiveness through changes in the knowledge and competence of madrasah principals. The mean academic supervision competency score increased from 18.00 to 51.25, a gain of 33.25 points, reported as approximately 65%.
Conclusion and Research Novelty - The andragogy-based partnership supervision system constitutes an innovative product that can serve as a theoretical and practical reference for academic supervision conducted by madrasah principals.
Downloads
References
Admiraal, W., Schenke, W., De Jong, L., Emmelot, Y., & Sligte, H. (2021). Schools as professional learning communities: What can schools do to support professional development of their teachers?. Professional Development in Education, 47(4), 684–698. https://doi.org/10.1080/19415257.2019.1665573
Aqib, Z. (2021). Kepemimpinan pembelajaran dan supervisi akademik. Andi.
Bektaş, F., Kılınç, A. Ç., & Gümüş, S. (2022). The effects of distributed leadership on teacher professional learning: Mediating roles of teacher trust in principal and teacher motivation. Educational Studies, 48(5), 602–624. https://doi.org/10.1080/03055698.2020.1793301
Bellibaş, M. Ş., Kılınç, A. Ç., & Polatcan, M. (2021). The moderation role of transformational leadership in the effect of instructional leadership on teacher professional learning and instructional practice: An integrated leadership perspective. Educational Administration Quarterly, 57(5), 776–814. https://doi.org/10.1177/0013161X211035079
Bellibaş, M. Ş., & Gümüş, S. (2023). The effect of learning-centred leadership and teacher trust on teacher professional learning: Evidence from a centralised education system. Professional Development in Education, 49(5), 925–937. https://doi.org/10.1080/19415257.2021.1879234
Benigno, S. (2016). A viable solution to implementing effective instructional supervision. Journal of Education and Learning, 5(1), 128–136. https://doi.org/10.5539/jel.v5n1p128
Darmawan, D., Hadiyanti, P., Wibowo, S., Syah, R., & Abdillah, M. F. (2025). Development of digital learning media for community-based education: A collaborative innovation and literacy framework. Journal of Nonformal Education, 11(2), 289–300. https://doi.org/10.15294/jone.v11i2.32060
Daryanto, & Rachmawati, T. (2015). Supervisi pembelajaran: Inspeksi meliputi controlling, correcting, judging, directing, dan demonstration. Alfabeta.
Dian, & Prayoga, A. (2019). Supervisi akademik kepala madrasah di Madrasah Aliyah Darussalam Sumedang. Briliant: Jurnal Riset dan Konseptual, 4(4), 548–558. https://doi.org/10.28926/briliant.v4i4.413
Dorukbaşı, E., & Cansoy, R. (2024). Examining the mediating role of teacher professional learning between perceived instructional leadership and teacher instructional practices. European Journal of Education, 59(3), e12672. https://doi.org/10.1111/ejed.12672
Fraenkel, J. R., & Wallen, N. E. (1993). How to design and evaluate research in education (2nd ed.). McGraw-Hill.
Gall, M. D., Gall, J. P., & Borg, W. R. (2003). Educational research: An introduction (7th ed.). Allyn & Bacon.
Glickman, C. D., Gordon, S. P., & Ross-Gordon, J. M. (2017). SuperVision and instructional leadership: A developmental approach (10th ed.). Pearson.
Guerra, P. L., Baker, A. M., & Cotman, A. M. (2022). Instructional supervision: Is it culturally responsive? A textbook analysis. Journal of Educational Supervision, 5(1), 1–26. https://doi.org/10.31045/jes.5.1.1
He, P., Guo, F., & Abazie, G. A. (2024). School principals' instructional leadership as a predictor of teacher's professional development. Asian-Pacific Journal of Second and Foreign Language Education, 9, Article 63. https://doi.org/10.1186/s40862-024-00290-0
Holland, P. E. (2004). Principals as supervisors: A balancing act. NASSP Bulletin, 88(639), 3–14. https://doi.org/10.1177/019263650408863902
Hosseingholizadeh, R., Amrahi, A., & El-Farr, H. (2023). Instructional leadership, and teacher's collective efficacy, commitment, and professional learning in primary schools: A mediation model. Professional Development in Education, 49(3), 518–535. https://doi.org/10.1080/19415257.2020.1850510
Irawan. (2019). Filsafat manajemen pendidikan Islam. Remaja Rosdakarya.
Islahi, F., & Nasrin. (2022). Exploring the potential of non-formal education for the development of human capital. Journal of Nonformal Education, 8(1), 1–11. https://doi.org/10.15294/jne.v8i1.34549
Jatnika, N. R. (2019). Peran kepemimpinan dan implementasi supervisi akademik dalam meningkatkan mutu proses pembelajaran. Jurnal Madinasika: Manajemen dan Keguruan, 1(1), 26–34. https://ejournal.unma.ac.id/index.php/madinasika/article/view/152
Juariyah, A. (2019). Manajemen supervisi kepala madrasah dalam upaya meningkatkan mutu pembelajaran agama Islam. An-Nida: Jurnal Pendidikan Islam, 8(1), 34–43. https://doi.org/10.30999/an-nida.v8i1.1336
Knapke, J. M., Hildreth, L., Molano, J. R., Schuckman, S. M., Blackard, J. T., Johnstone, M., Kopras, E. J., Lamkin, M. K., Lee, R. C., Kues, J. R., & Mendell, A. (2024). Andragogy in practice: Applying a theoretical framework to team science training in biomedical research. British Journal of Biomedical Science, 81, 12651. https://doi.org/10.3389/bjbs.2024.12651
Knowles, M. S., Holton, E. F., III, & Swanson, R. A. (2005). The adult learner: The definitive classic in adult education and human resource development (6th ed.). Elsevier.https://doi.org/10.4324/9780080481913
Liu, P., Thien, L. M., Song, H., & Wang, X. (2025). The effects of instructional leadership on teacher well-being: The mediating roles of professional learning community and teacher self-efficacy. Educational Studies, 51(4), 638–660. https://doi.org/10.1080/03055698.2024.2322947
Liu, Y., Bellibaş, M. Ş., & Gümüş, S. (2021). The effect of instructional leadership and distributed leadership on teacher self-efficacy and job satisfaction: Mediating roles of supportive school culture and teacher collaboration. Educational Management Administration & Leadership, 49(3), 430–453. https://doi.org/10.1177/1741143220910438
Lodico, M. G., Spaulding, D. T., & Voegtle, K. H. (2010). Methods in educational research: From theory to practice (2nd ed.). Jossey-Bass.
Lu, Y., Hong, X., & Xiao, L. (2022). Toward high-quality adult online learning: A systematic review of empirical studies. Sustainability, 14(4), 2257. https://doi.org/10.3390/su14042257
Melania, M., Kadir, A., Pamungkas, A. R., & Gupta, S. (2024). Contribution of non-formal education to improve the quality of human resources. Journal of Nonformal Education, 10(1), 169–178. https://doi.org/10.15294/jone.v10i1.2015
Ministry of Religious Affairs of the Republic of Indonesia. (2021). Decree of the Minister of Religious Affairs Number 624 of 2021 concerning guidelines for learning supervision in madrasahs.
Morris, T. H., & Rohs, M. (2021). Digitization bolstering self-directed learning for information literate adults: A systematic review. Computers and Education Open, 2, 100048. https://doi.org/10.1016/j.caeo.2021.100048
Neak, P., & Charungkaittikul, S. (2023). Guidelines to enhance community participation in community learning centres in the Kingdom of Cambodia. Journal of Adult and Continuing Education, 29(2), 659–682. https://doi.org/10.1177/14779714221131893
Noor, T., & Nawab, A. (2022). Are school leaders working as instructional leaders? Exploration of school leadership practices in rural Pakistan. Cogent Education, 9(1), 2109315. https://doi.org/10.1080/2331186X.2022.2109315
Polatcan, M. (2024). An exploration of the relationship between distributed leadership, teacher agency, and professional learning in Turkey. Professional Development in Education, 50(4), 789–803. https://doi.org/10.1080/19415257.2021.1905050
Popova, A., Evans, D. K., Breeding, M. E., & Arancibia, V. (2022). Teacher professional development around the world: The gap between evidence and practice. The World Bank Research Observer, 37(1), 107–136. https://doi.org/10.1093/wbro/lkab006
Prasetyo, I., Tohani, E., & Adeoye, M. A. (2024). Current study of nonformal education program in the era of the Industrial Revolution 4.0. Journal of Nonformal Education, 10(2), 446–456. https://doi.org/10.15294/jone.v10i2.7402
Printy, S., & Liu, Y. (2021). Distributed leadership globally: The interactive nature of principal and teacher leadership in 32 countries. Educational Administration Quarterly, 57(2), 290–325. https://doi.org/10.1177/0013161X20926548
Qureshi, M. A., Khaskheli, A., Qureshi, J. A., Raza, S. A., & Yousufi, S. Q. (2023). Factors affecting students' learning performance through collaborative learning and engagement. Interactive Learning Environments, 31(4), 2371–2391. https://doi.org/10.1080/10494820.2021.1884886
Richter, E., & Richter, D. (2024). Measuring the quality of teacher professional development: A large-scale validation study of an 18-item instrument for daily use. Studies in Educational Evaluation, 81, 101357. https://doi.org/10.1016/j.stueduc.2024.101357
Sancar, R., Atal, D., & Deryakulu, D. (2021). A new framework for teachers' professional development. Teaching and Teacher Education, 101, 103305. https://doi.org/10.1016/j.tate.2021.103305
Sastradiharja, E. J. (2017). Supervisi pembelajaran berbasis Al-Qur'an. Mumtaz: Jurnal Studi Al-Qur'an dan Keislaman, 1(2), 51–68. https://doi.org/10.36671/mumtaz.v1i2.10
Sims, S., Fletcher-Wood, H., O'Mara-Eves, A., Cottingham, S., Stansfield, C., Goodrich, J., Van Herwegen, J., & Anders, J. (2025). Effective teacher professional development: New theory and a meta-analytic test. Review of Educational Research, 95(2), 213–254. https://doi.org/10.3102/00346543231217480
Sutimin, L. A., Sariyatun, S., Musadad, A. A., Yuniyanto, T., & Abidin, N. F. (2025). TPACK research trends in Indonesia: Contributions to enhancing the equivalency education history teacher community. Journal of Nonformal Education, 11(1), 19–33. https://doi.org/10.15294/jone.v11i1.20625
Tran, N. H., Ha, X., Le, V. A., Nguyen, A. N., & Pham, K. T. (2021). Principal leadership and teacher professional development in a Vietnamese high school for gifted students: Perspectives into practice. European Journal of Educational Research, 10(4), 1839–1851. https://doi.org/10.12973/eu-jer.10.4.1839
Ventista, O. M., & Brown, C. (2023). Teachers' professional learning and its impact on students' learning outcomes: Findings from a systematic review. Social Sciences & Humanities Open, 8(1), 100565. https://doi.org/10.1016/j.ssaho.2023.100565
Warner, J. R., Plowman, D. L., Osman, D. J., & Schallert, D. L. (2022). The influence of collective and individual sensemaking on how facilitators and teachers implement a professional development program. Teacher Development, 26(5), 706–726. https://doi.org/10.1080/13664530.2022.2123849
Yuliani, L., Hufad, A., Komar, O., Karwati, L., & Hamdan, A. (2024). Andragogy training model in advanced level training by early childhood educators to improve learning. Journal of Nonformal Education, 10(2), 392–401. https://doi.org/10.15294/jone.v10i2.12358
Downloads
Published
Article ID
57719Issue
Section
License
Copyright (c) 2026 ani rindiani (Author)
This work is licensed under a Creative Commons Attribution 4.0 International License.