ANALYSIS OF THE IMPLEMENTATION OF THE INDEPENDENT CURRICULUM ISLAMIC RELIGIOUS EDUCATION SUPERVISION POLICY ON TEACHER PERFORMANCE

This research is motivated by the importance of supervision of Islamic Religious Education in ensuring the successful implementation of the Independent Curriculum and improving teacher performance, while practice in schools is still often administrative and has not fully encouraged continuous professional development. This study aims to analyze the implementation of Islamic Religious Education supervision policies, explain its influence on teacher performance, identify supporting and inhibiting factors, and formulate the implications of its strengthening. The research uses a qualitative approach with a case study design. Data were collected through in-depth interviews, limited participatory observations, and documentation studies of supervisors, principals, deputy heads of curriculum, and Islamic Religious Education teachers. Data analysis is carried out interactively through data reduction, data presentation, and conclusion drawn, with validation using source triangulation, triangulation techniques, and member checking. The results of the study show that supervision is carried out through planning, observation, feedback, and follow-up, and contributes to improving the planning, implementation, and evaluation of teacher learning. The novelty of the research lies in the integration of the analysis of policy implementation and the performance of Islamic Religious Education teachers in the context of the Independent Curriculum. The implication is that supervision needs to be developed in a dialogical, structured, collaborative, and professionally based manner on teachers' professional needs. In conclusion, the effectiveness of supervision is highly determined by policy communication, the adequacy of resources, the disposition of implementers, and the bureaucratic structure that supports continuous professional development and the strengthening of the quality of Islamic Religious Education learning in schools more broadly.