Transformasi Supervisi Pendidikan Islam di Era Digital: Tantangan, Strategi, dan Peluang Pengembangan Profesional Guru

Abstract

Digital transformation has reshaped educational practices, including educational supervision, which plays a strategic role in supporting teachers’ professional development. However, the use of technology in Islamic educational supervision continues to face various challenges related to infrastructure, digital competence, institutional readiness, and data ethics. This study aims to analyze the transformation of Islamic educational supervision in the digital era by identifying its challenges, strategies, and opportunities for supporting teachers’ professional development. The study employed a Systematic Literature Review (SLR) guided by the PRISMA 2020 framework. Relevant literature was obtained from books and journal articles through searches of Google Scholar, Scopus, ScienceDirect, and Garuda/SINTA, covering publications from 2020 to 2026. The data were analyzed thematically to identify patterns and trends in research on digital supervision, teachers’ digital competence, and professional development. The findings indicate that the transformation of supervision involves a shift from an administrative orientation toward a more collaborative, reflective, flexible, continuous, and data-driven approach. The main challenges include disparities in infrastructure, digital competence, institutional readiness, and data ethics and security. The identified strategies include coaching, mentoring, professional learning communities, personal learning networks, data-driven supervision, and blended professional development. Digital supervision offers opportunities to establish a more personalized, collaborative, continuous, and technology-responsive ecosystem for teachers’ professional development while maintaining the values of Islamic education.