Journal of English Language and Education ISSN 2597- 6850 (Onlin.
, 2502-4132 (Prin.
Journal Homepage: https://jele.
id/index.
php/jele/index Article Islamic Education Supervision: A Conceptual Analysis in Strengthening Educational Quality Management https://doi.
org/10.
31004/jele.
*Rusmini.
Yuni Hasnidar.
Fatimatuz Zahroabc 123Universitas Islam Negeri Sulthan Thaha Saifuddin.
Indonesia Corresponding Author: rusmini@uinjambi.
ABSTRA CT
This study is motivated by ongoing quality issues in Islamic education, particularly the limited effectiveness of supervision as an integral component of the educational management system.
In practice, supervision is often reduced to a mere administrative activity, which undermines its potential role in improving educational quality.
This article aims to conceptually examine Islamic education supervision within the framework of educational quality management by addressing the following key questions: .
how is supervision conceptually positioned within Islamic education quality management, and .
what strategic roles does supervision play in strengthening educational quality governance? Using a qualitative approach through a literature review and conceptual analysis of relevant scholarly sources, this study finds that Islamic education supervision holds a strategic function as a mechanism of control, evaluation, and quality assurance within the management system.
Beyond monitoring, supervision serves as a managerial instrument that supports the sustainable enhancement of governance and quality improvement in Islamic educational institutions.
This article contributes theoretically to the discourse on Islamic education supervision and offers managerial insights for strengthening quality management Keywords: Islamic Education Supervision.
Educational Quality Management Article History:
Received 03rd January 2026
Accepted 31st January 2026
Published 01st February 2026
INTRODUCTION
The quality of Islamic education is a strategic issue in the management of educational institutions, as it has direct implications for competitiveness, sustainability, and public trust in Islamic educational institutions.
In the context of globalization and increasingly complex social dynamics.
Islamic educational institutions are required not only to preserve their Islamic identity but also to ensure the quality of educational services that meet national and international standards.
Therefore, educational quality should not be understood merely as learning outcomes, but as a comprehensive systemic process encompassing planning, implementation, control, and continuous evaluation of education.
The quality of Islamic education is closely related to governance and the educational management systems implemented within educational institutions.
Various institutional challenges such as inconsistencies in the implementation of quality standards, limitations in professional human resources, and increasing demands for public accountability and transparency indicate that educational quality management requires a comprehensive and integrated managerial approach.
Educational quality must be managed in a directed and sustainable manner through educational management functions, including strategic planning, organizing, implementation, and systematic quality control and evaluation (Asnani, 2.
Within this educational management framework, supervision occupies a strategic position as one of the managerial functions that plays a crucial role in controlling, guiding, and assuring educational quality.
Previous studies on educational supervision, including those conducted in Islamic education contexts, have predominantly focused on technical supervision practices, instructional supervision models, or the administrative roles of A 2021 The Author.
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Islamic Education Supervision: A Conceptual Analysis in Strengthening Educational Quality Management supervisors in monitoring teachersAo compliance with curriculum and learning administration.
While these studies provide valuable insights into operational supervisory practices, they tend to position supervision primarily as a functional or procedural activity rather than as an integral component of educational quality management.
Supervision, therefore, is often interpreted merely as a routine administrative activity, rather than as a managerial mechanism aimed at ensuring the implementation of policies, quality standards, and the achievement of educational objectives in accordance with the institutionAos vision and mission.
Through effective supervision, educational processes should be controlled, evaluated, and continuously improved in order to achieve excellent and competitive Islamic education quality.
However, empirical realities indicate that supervisory practices in Islamic educational institutions continue to face various challenges.
Supervision is frequently confined to technical and bureaucratic approaches, such as checking instructional administration or fulfilling formal documentation requirements, and thus has not functioned optimally as a strategic instrument within the Islamic education quality management system.
Such normative and formalistic supervisory approaches limit supervisionAos capacity to drive improvements in the quality of the learning process, professional development of educators, and comprehensive managerial innovation in Islamic educational institutions (Raharja, 2.
These conditions reveal a conceptual gap between existing supervision studies which largely emphasize operational and administrative dimensions and the need for a conceptual framework that positions supervision as a strategic element of educational quality management in Islamic education.
Despite the growing body of literature on supervision, limited attention has been given to examining supervision from a quality management perspective, particularly in terms of its integrative role in control, evaluation, and continuous quality improvement within Islamic educational institutions.
Accordingly, this article aims to conceptually analyze the position of Islamic education supervision in strengthening educational quality management.
By contrasting prevailing supervision approaches with a quality management framework, this study seeks to clarify the strategic role of supervision beyond administrative functions.
This analysis is expected to contribute theoretically to the development of Islamic education supervision studies, while also serving as a conceptual reference for strengthening the governance of Islamic educational institutions oriented toward quality, accountability, and sustainability.
METHOD
This study employs a qualitative approach using an integrative literature review combined with conceptual analysis to critically examine the concept of Islamic education supervision within the framework of educational quality management.
An integrative literature review is considered appropriate for this study because it allows for the synthesis of diverse theoretical perspectives and research findings from different scholarly traditions related to educational supervision and Islamic educational management.
Through this approach, the study seeks to develop a comprehensive and in depth conceptual understanding rather than to test empirical hypotheses.
The research data are derived from primary literature sources, including academic books and peer reviewed journal articles relevant to educational supervision, educational quality management, and Islamic educational management.
In addition, this study utilizes secondary sources such as supporting documents, policy reports, and other reference materials related to the governance and management of educational institutions.
The selection of data sources was conducted purposively by considering their relevance to the research focus, the academic credibility of the authors and publishers, and the recency of publication to ensure the validity and currency of the analyzed data.
A literature review is a research method conducted by examining, reviewing, and analyzing various written sources relevant to the research topic, such as textbooks, scientific journals, research reports, and other academic documents.
According to Creswell, a literature A 2021 The Author.
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Islamic Education Supervision: A Conceptual Analysis in Strengthening Educational Quality Management review serves to provide a comprehensive understanding of theories, concepts, and findings from previous studies, as well as to identify research gaps that can serve as a foundation for further research development (Creswell, 2.
In the context of an integrative literature review, this process involves comparing, contrasting, and synthesizing insights from diverse sources to generate new conceptual interpretations.
In Research Methodology.
Sugiyono explains that a literature review does not merely summarize expertsAo opinions, but requires researchers to synthesize and critically evaluate various sources in order to construct a logical and systematic conceptual framework.
Therefore, a literature review constitutes an essential foundation for problem formulation, variable determination, and the development of the theoretical framework of a study (Sugiyono, 2.
This principle aligns with the integrative nature of the present study, which emphasizes conceptual synthesis rather than procedural aggregation.
Conceptual analysis is an approach used to understand and elaborate the main concepts related to the object of research.
This analysis aims to clarify the meanings, characteristics, and interrelationships among concepts based on existing theories and literature.
Jabareen states that conceptual analysis assists researchers in constructing a conceptual framework that explains the logical relationships among key research concepts (Jabareen, 2.
Furthermore.
Maxwell, in his book Qualitative Research Design, emphasizes that conceptual analysis plays a vital role in bridging theory and research practice.
Through conceptual analysis, researchers are able to develop a coherent framework of thought, ensuring that the study has a clear direction and a strong theoretical foundation.
This process involves categorizing concepts, comparing definitions, and drawing conceptual conclusions relevant to the research objectives (Maxwell, 2.
Accordingly, the integrative literature review and conceptual analysis are complementary approaches.
The integrative literature review provides theoretical and empirical materials from a broad range of sources, while conceptual analysis processes these materials into a systematic framework of thought.
Both approaches are particularly important in qualitative research, library research, and theory development studies.
Data analysis was conducted using content analysis techniques through systematic stages, including the categorization of key concepts related to supervision and educational quality management, examination of the relationships among ideas and theoretical frameworks employed by scholars, and conceptual synthesis to formulate an integrative Through these analytical stages, the study produces theoretical and managerial conclusions that are expected to contribute conceptually to the development of Islamic education supervision studies and to serve as a reference for strengthening quality management in Islamic educational institutions.
FINDINGS AND DISCUSSION
Conceptual Foundations of Islamic Education Supervision Supervision as a Strategic Managerial Function Islamic education supervision is a managerial process that plays a strategic role in ensuring the achievement of educational objectives through systematically and sustainably designed mechanisms of control, evaluation, and quality assurance.
Supervision is not merely understood as a formalistic administrative monitoring activity, but rather as an educational management instrument that functions to ensure the quality of both educational processes and In this context, supervision constitutes an integral component of the governance of Islamic educational institutions oriented toward quality, accountability, and institutional sustainability (Raharja, 2.
As a managerial function.
Islamic education supervision directly contributes to the effectiveness of educational policy implementation, the application of quality standards, and the achievement of the vision and mission of Islamic educational institutions.
Supervision plays a role in identifying gaps between educational planning and implementation, while also providing constructive feedback for continuous improvement.
Accordingly, supervision is not A 2021 The Author.
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Islamic Education Supervision: A Conceptual Analysis in Strengthening Educational Quality Management only corrective in nature, but also preventive and developmental, thereby fostering systemic improvements in institutional performance.
Islamic Values as the Ethical Basis of Supervision Islamic education supervision possesses distinctive characteristics that differentiate it from conventional supervisory approaches, particularly its foundation in Islamic values such as amanah .
, justice, honesty, and responsibility.
These values serve as ethical foundations in supervisory practices, ensuring that supervision is not repressive or solely control oriented, but instead emphasizes humanistic, dialogical, and developmental This perspective positions educators and educational personnel as subjects of development rather than objects of surveillance, enabling supervision to function as a means of empowering human resources within Islamic education (Usman, 2.
Furthermore, the Islamic values embedded in Islamic education supervision contribute to the formation of an organizational culture grounded in morality and integrity.
Supervision is directed not only toward compliance with formal and administrative standar ds, but also toward strengthening work ethics, professional commitment, and the internalization of Islamic values in daily educational practices.
Managerial versus Administrative Supervision The fundamental distinction between administrative supervision and managerial supervision lies in their orientation, approach, and scope of implementation.
Administrative supervision tends to emphasize procedural compliance, documentation completeness, and the fulfillment of formal institutional requirements.
In contrast, managerial supervision positions supervision as a strategic instrument for strengthening the educational quality management From a managerial perspective, supervision is directed toward continuous improvement, enhancing governance effectiveness, and strengthening the overall institutional capacity of Islamic educational institutions (Riwanto, 2.
The Urgency of Supervision in Educational Quality Management Supervision as a Quality Assurance Mechanism Educational supervision is an integral component of the educational quality management system, functioning as an instrument of institutional control and quality Within the framework of educational management, supervision is not merely perceived as a routine and formalistic administrative activity, but rather as a strategic mechanism that ensures the consistent implementation of educational quality standards (Raharja, 2.
Supervision.
Governance, and Accountability The urgency of supervision becomes increasingly evident in the context of strengthening the governance of Islamic education, which is required to implement principles of accountability, transparency, and professionalism in management.
Supervision serves as a linkage between institutional policies and their implementation at the operational level, enabling quality policies to be effectively translated into daily educational practices (Aulia.
Supervision in Responding to Educational Change In responding to dynamic changes in the educational environment and increasing demands for public accountability, supervision functions as a strategic instrument for maintaining the sustainability of Islamic education quality.
Integrated supervisory practices enable institutions to conduct continuous self evaluation, identify systemic weaknesses, and formulate relevant quality improvement strategies (Subekti, 2.
Islamic Education Supervision from a Quality Management Perspective From a quality management perspective.
Islamic education supervision is positioned as an integrated quality assurance mechanism within the overall educational management cycle.
Supervision functions to ensure the implementation of quality standards through the control of educational processes, evaluation of institutional performance, and the provision of constructive feedback for continuous improvement (Riwanto, 2.
The integration of supervision with Islamic education quality management underscores its role as a driver of institutional quality culture.
Supervision supports transparency, collective commitment to A 2021 The Author.
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Islamic Education Supervision: A Conceptual Analysis in Strengthening Educational Quality Management quality improvement, and sustainable institutional competitiveness amid increasing demands for public accountability (Asnani, 2.
Managerial Implications for Islamic Educational Institutions Supervision and Institutional Governance The integration of supervision into educational quality management has significant conceptual and managerial implications.
Supervision should be positioned as a strategic instrument for strengthening governance rather than merely ensuring procedural compliance (Fitrah, 2.
Collaborative and Participatory Supervision From a managerial standpoint, effective supervision requires a collaborative and participatory organizational culture involving institutional leaders, educators, and educational staff.
Through such an approach, supervision becomes a means of professional guidance and shared commitment to quality improvement (Aini, 2.
Supervision as the Basis of Quality Policy Supervision and Quality Policy Formulation Supervision should be positioned as a primary foundation in the formulation of quality policies within Islamic educational institutions.
Policies developed through supervision enhance transparency, accountability, and consistency in the implementation of quality standards (Suryana, 2.
Value Based and Sustainable Quality Policies Value based supervision ensures that quality policies integrate moral, spiritual, and social dimensions alongside technical and administrative considerations.
Such policies support sustainable quality management systems that are adaptive to changes in the educational environment (Lalupanda, 2.
CONCLUSION
This article makes a clear conceptual contribution by repositioning Islamic education supervision from a predominantly administrative and technical function into a strategic, value-based, and system-oriented managerial instrument within educational quality rather than viewing supervision merely as routine monitoring, this study conceptualizes it as a core mechanism for ensuring the implementation of quality standards through integrated processes of control, evaluation, and continuous improvement.
The main contribution lies in its integrative conceptual framework, which places Islamic education supervision as an inseparable component of a quality management system oriented toward sustainability and systemic institutional improvement, emphasizing supervision as a linkage between institutional policies and operational practices that strengthens governance consistency, accountability, and transparency in Islamic educational institutions.
Furthermore, this study advances existing supervision literature by explicitly integrating Islamic values such as amanah .
, justice, and responsibility into the conceptualization of this value-based perspective extends conventional quality management approaches by demonstrating that effective supervision in Islamic education is not only technical and procedural but also ethical and cultural, contributing to the formation of a sustainable quality culture grounded in professionalism, integrity, and moral responsibility.
Accordingly, the conceptual contribution of this article provides a theoretical foundation for the development of Islamic education supervision models that are both system-oriented and value-driven, offering a reference for policymakers and educational managers in formulating supervision policies and management practices that support quality enhancement, institutional competitiveness, and long-term sustainability in Islamic educational institutions.
REFERENCES