E-Peer Supervision Mentoring as a Digital Strategy for Strengthening Collaboration and Professionalism among Madrasah Ibtidaiyah Teachers
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Professional development for Madrasah Ibtidaiyah teachers is often constrained by limited opportunities for continuous supervision and by supervision practices that remain formal and appraisal oriented. This study examines the implementation of E-Peer Supervision mentoring as a strategy to strengthen teacher collaboration and professionalism through a flexible, digital, and collegial supervision process. The program involved 30 teachers from 10 Madrasah Ibtidaiyah in Klari District and was implemented through needs assessment, conceptual and digital-media training, guided peer-supervision practice, reflection, evaluation, and follow-up activities. Participants’ understanding was assessed using pretest and posttest measures covering six aspects of peer supervision. The overall mean score increased from 60.33 to 84.50, representing a gain of 24.17 points. The largest improvements were found in understanding E-Peer Supervision, which increased by 26 points, and in the use of digital media for supervision, which increased by 25 points. The program also encouraged more open professional interaction, constructive feedback, reflective practice, and cross-madrasah collaboration. However, differences in digital competence and teachers’ readiness to give and receive feedback remain important challenges. These findings indicate that E-Peer Supervision can provide a practical and sustainable approach to teacher professional development when supported by madrasah leadership, continuous digital-capacity development, and regular implementation through teacher learning communities.
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