Humanistic Clinical Supervision Management Based On Dakwah Communication For Madrasah Teachers

Abstract

This study aims to analyze the implementation of humanist clinical supervision management based on da'wah communication and its contribution to the professional and spiritual development of madrasah teachers. The study employs a qualitative approach with a case study design to obtain an in-depth understanding of supervision practices within the madrasah context. Data were collected through direct observation, in-depth interviews, and documentation involving madrasah principals, teachers, and other relevant stakeholders. Data analysis was conducted interactively through data condensation, data presentation, and conclusion drawing, complemented by content analysis, discourse analysis, and interpretive analysis to obtain a comprehensive understanding of the findings. The results indicate that clinical supervision is implemented through dialogical, reflective, and participatory processes grounded in a humanist approach. Supervisors position teachers as partners in professional development rather than merely as objects of evaluation. Meanwhile, da'wah communication is manifested through polite, persuasive, empathetic, and constructive language rooted in Islamic values, creating an open, supportive, and collaborative supervision environment. This approach contributes to strengthening teachers' pedagogical competence, professional responsibility, self-reflection, and spiritual awareness. The integration of humanist clinical supervision and da'wah communication demonstrates the potential to serve as a holistic and sustainable strategy for teacher development. By combining professional improvement with spiritual and ethical formation, this model provides a contextual approach to strengthening teacher quality and supporting the continuous improvement of madrasah educational quality.