Manajemen Supervisi Akademik Dalam Meningkatkan Literasi Digital Di Mts Al-Furqan Noling

Abstract

This research aims to analyze academic supervision management in improving teachers' digital literacy at MTs Al-Furqan Noling. Digital literacy has become an essential competency that educators must possess in the era of technological transformation to foster creative and innovative learning environments. A qualitative descriptive approach was employed in this study. Data collection techniques included in-depth interviews, direct classroom observations, and documentation. The research subjects comprised the school principal, vice-principal, and teachers. Data analysis followed the interactive model of data reduction, data display, and conclusion drawing, validated through source triangulation. The results indicate that academic supervision management to enhance digital literacy is implemented systematically through planning, implementation, and evaluation stages. Planning involves formulating supervision programs tailored to teachers' digital competence needs. Implementation is realized through internal workshops, technical mentoring by ICT teachers, and regular monitoring of multimedia usage in classrooms. The evaluation stage assesses instructional improvements and identifies key barriers. Supporting factors include strong leadership commitment and teacher motivation, whereas inhibiting factors encompass digital gaps among senior teachers, limited funding, and unstable internet connectivity. In conclusion, sustainable and collaborative academic supervision significantly enhances teachers' pedagogical digital competencies.