Academic Supervision of Mathematics Teachers to Enhance Digital Literacy: A Case Study at SMP Negeri 2 Nibong, North Aceh Regency

Hamdani Hamdani; Munawar Munawar; Cut Khairani

doi:10.56806/jh.v7i3.474

Authors

Hamdani Hamdani Universitas Almuslim, Matang Glumpang dua, Bireun
Munawar Munawar Universitas Almuslim, Matang Glumpang dua, Bireun
Cut Khairani Universitas Almuslim, Matang Glumpang dua, Bireun

DOI:

https://doi.org/10.56806/jh.v7i3.474

Keywords:

Academic Supervision, Digital Literacy, Mathematics Teachers, Clinical Supervision, Case Study

Abstract

The purpose of this study is to: (1) analyze academic supervision carried out by school principals in improving the digital literacy of mathematics teachers, (2) analyze the digital literacy competence of mathematics teachers in SMP Negeri 2 Nibong North Aceh Regency. Using a qualitative case study approach, data were collected through in-depth interviews, classroom observations, and documentation of the principal and three mathematics teachers. The data were analyzed by methods of reduction, display and conclusion drawing. The results recommend that the joint planning of academic supervision through a clinical approach was more effective, the focus of supervision changed from administrative compliance to mentoring teachers in the integration of mathematical software. Teachers’ digital literacy improved greatly, particularly in designing digital learning experiences, selecting adaptive visual media, and conducting online platform-based assessments. High motivation of teachers and sufficient facilities were important supporting factors. Limited availability of principals and differences in initial digital competence of teachers (digital gap) were identified as barriers. Regular and systematic academic supervision, considering a dialogical/clinical approach, was effective in improving the digital literacy of mathematics teachers. These findings point to the need to redefine the role of the supervisor from an administrative overseer to a mentor and technology facilitator, with implications for the practice of school leadership development for digital-era education.

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