The Implementation of E-Supervision on Online Learning in Education 5.0

Ahmad Abdun Salam; Dwi Setyo Pratiwi

Authors

Ahmad Abdun Salam Universitas Islam Negeri (UIN) Syekh Wasil Kediri, Indonesia https://orcid.org/0000-0001-5443-9156
Dwi Setyo Pratiwi Universitas Islam Negeri (UIN) Syekh Wasil Kediri, Indonesia

Keywords:

E-supervision, Blended Supervision, Teacher Performance, Education 5.0, Online Learning

Abstract

This study explores the implementation of e-supervision in the context of online learning during the era of Education 5.0. Using a descriptive qualitative method, the study engaged principals, assessors, and teachers to investigate the implementation of online supervision practices in educational environments. Data were collected from five public schools that had previously implemented e-supervision. The findings indicate that the implementation of academic e-supervision settings follows a similar structure to face-to-face supervision, comprising three main stages: preliminary monitoring, supervision execution, and evaluation with follow-up. The preliminary monitoring stage involves the online review of instructional documents, including lesson plans (RPP), syllabi, student assessment analysis sheets, attendance journals, and other relevant materials. The implementation of supervision aligns with the mode of instruction, whether conducted online or face-to-face learning. The evaluation and follow-up stage is typically conducted in person to reinforce improvements and ensure the sustainability of quality teaching practices. E-supervision facilitated meaningful feedback to teachers, especially as many were adapting to the new landscape of digital instruction. Furthermore, the study identified several extraneous factors that influenced teacher performance, including infrastructure, school policy, student engagement, parental involvement, teacher creativity, professional competence, commitment, and access to professional development. As a key contribution, this research proposes a conceptual model for blended supervision, offering an innovative framework to enhance supervision practices in future educational landscapes.

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