The Implementation of Directive Supervision to Improve Teachers’ Skills in the Digital Era 5.0: The Implementation of Directive Supervision to Improve Teachers’ Skills in the Digital Era 5.0 : Case Study in MTs Unggulan Perwanida Blitar

Tria Yuanita Tria; Binti Maunah; Hikmah Eva Trisnantari

doi:10.70062/incoils.v5i1.425

Authors

Tria Yuanita Tria UIN SAYYID ALI RAHMATULLAH TULUNGAGUNG
Binti Maunah UIN Sayyid Ali Rahmatullah Tulungagung
Hikmah Eva Trisnantari UIN Sayyid Ali Rahmatullah Tulungagung

DOI:

https://doi.org/10.70062/incoils.v5i1.425

Keywords:

directive supervision, teacher skills, digital era 5.0, MTs Unggulan Perwanida Blitar.

Abstract

This study investigates the implementation of directive supervision in enhancing teachers’ digital teaching skills at MTs Unggulan Perwanida Blitar in the Digital Era 5.0, which emphasizes the integration of technology with human-centered educational values. A qualitative case study approach was employed, with data collected through in-depth interviews, participatory observation, and documentation. Data were analyzed using interactive techniques involving data reduction, data display, and conclusion drawing. The results reveal that directive supervision was implemented through three key stages: systematic planning, direct instruction combined with digital media demonstrations and individual guidance, and performance evaluation supported by immediate feedback. This supervision model effectively improved teachers’ abilities in designing digital learning tools, managing technology-based classrooms, and developing student-oriented assessments. The effectiveness of directive supervision was influenced by the principal’s leadership commitment, teacher readiness, a collaborative institutional culture, and adequate technological support. The findings indicate that directive supervision is a relevant and applicable coaching strategy for strengthening teachers’ digital competencies in Islamic secondary education institutions in response to the challenges of the Digital Era 5.0.

Author Biographies

Binti Maunah, UIN Sayyid Ali Rahmatullah Tulungagung

This study investigates the implementation of directive supervision in enhancing teachers’ digital teaching skills at MTs Unggulan Perwanida Blitar in the Digital Era 5.0, which emphasizes the integration of technology with human-centered educational values. A qualitative case study approach was employed, with data collected through in-depth interviews, participatory observation, and documentation. Data were analyzed using interactive techniques involving data reduction, data display, and conclusion drawing. The results reveal that directive supervision was implemented through three key stages: systematic planning, direct instruction combined with digital media demonstrations and individual guidance, and performance evaluation supported by immediate feedback. This supervision model effectively improved teachers’ abilities in designing digital learning tools, managing technology-based classrooms, and developing student-oriented assessments. The effectiveness of directive supervision was influenced by the principal’s leadership commitment, teacher readiness, a collaborative institutional culture, and adequate technological support. The findings indicate that directive supervision is a relevant and applicable coaching strategy for strengthening teachers’ digital competencies in Islamic secondary education institutions in response to the challenges of the Digital Era 5.0.

Hikmah Eva Trisnantari, UIN Sayyid Ali Rahmatullah Tulungagung

This study investigates the implementation of directive supervision in enhancing teachers’ digital teaching skills at MTs Unggulan Perwanida Blitar in the Digital Era 5.0, which emphasizes the integration of technology with human-centered educational values. A qualitative case study approach was employed, with data collected through in-depth interviews, participatory observation, and documentation. Data were analyzed using interactive techniques involving data reduction, data display, and conclusion drawing. The results reveal that directive supervision was implemented through three key stages: systematic planning, direct instruction combined with digital media demonstrations and individual guidance, and performance evaluation supported by immediate feedback. This supervision model effectively improved teachers’ abilities in designing digital learning tools, managing technology-based classrooms, and developing student-oriented assessments. The effectiveness of directive supervision was influenced by the principal’s leadership commitment, teacher readiness, a collaborative institutional culture, and adequate technological support. The findings indicate that directive supervision is a relevant and applicable coaching strategy for strengthening teachers’ digital competencies in Islamic secondary education institutions in response to the challenges of the Digital Era 5.0.

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