Re-conceptualizing Academic Supervision through Digital Peer-Based Models: Evidence from Selected State Senior High Schools in Mataram

Abstract

In this study, we analyze the limitations of traditional academic monitoring of senior high schools. This approach takes time, is frequently manual, and poorly documented. In many schools, face-to-face observation and paper-based methods remain the staples of supervision. It negatively affects teacher continuing professional development, as the results show low efficiency, no follow-up, and poor cooperation of the teachers. To redress this, the study aims to develop a new paradigm of peer academic supervision based on digital platforms, which is more efficient, transparent, and useful. The research used an research and development approach applied in three state senior high schools in Mataram City. This comprised the following studies: needs analysis, model design, expert validation, small group trials, product revision, and large group trials. The supervision model was developed in Excel Online with OneDrive. Data were collected by questionnaires, interviews, observation, and documentation. Data indicate that all participating teachers felt that digital-based supervision was needed. Of the participants, 39.3 percent reported a high need, while 60.7 percent reported a very high need. Its expert validation of 88.79% and 79.17% reflects high feasibility. The effectiveness in the large-group experiment was 87.3%. A reliability test gave a Cronbach's Alpha of 0.736, and a significant 30.58% increase in performance was found over manual supervision. The research findings suggest that enhancing teacher’s performance may be obtained through the application of the digitally assisted peer academic supervision method.