The Role of Panca Cinta-Based Instructional Supervision in Supporting the Pedagogical and Professional Competencies of Arabic Language Teachers

Abstract

This study examines the implementation of Panca Cinta-based instructional supervision and its contribution to supporting the pedagogical and professional competencies of Arabic teachers. Employing a qualitative case study approach, the study involved 7 informants, consisting of specify the informants roles, such as the head of the madrasah, vice principal for curriculum, Arabic teachers, and students. Data were collected through interviews, classroom observations, and document analysis, including lesson plans and supervision assessment forms. The data were analyzed descriptively to identify supervision practices and their contributions to teacher competencies. The findings show that supervision included scheduled pre-observation, classroom observation, post-observation evaluation, and follow-up, with Panca Cinta values integrated into lesson planning and classroom activities. In developing pedagogical competence, supervision contributed to teachers' ability to simplify learning materials, diversify instructional strategies, select appropriate visual and audio media, and adapt teaching approaches to students' learning needs and emotional conditions. In developing professional competence, supervision encouraged teachers to strengthen digital literacy, participate in professional development training, and explore artificial intelligence to create learning media. These findings suggest that humanistic and value-oriented supervision can support teacher development beyond performance evaluation. However, the study is limited to one madrasah and a small number of Arabic teachers, restricting the transferability of its findings to other educational contexts. The study offers an integrated perspective on Panca Cinta-based supervision as a humanistic approach to developing both pedagogical and professional competencies among Arabic language teachers.