Kompetensi profesional harus dikuasai guru menurut Peraturan Menteri Pendidikan Nasional Nomor 16 Tahun 2017 selain kompetensi kepribadian, pedagogis, dan sosial. Peningkatan kompetensi profesional guru dapat dilakukan oleh kepala madrasah salah satunya melalui supervisi kepala madrasah pada guru. Pelaksanaan supervisi kepala madrasah menjadi satu dari lima kompetensi kepala madrasah yang diatur dalam Peraturan Menteri Pendidikan Nasional Nomor 13 Tahun 2007. Penelitian ini mendeskripsikan pelaksanaan supervisi kepala madrasah dalam meningkatkan kompetensi profesional guru rumpun pendidikan agama islam di MTs NU Mranggen, dan peningkatan kompetensi profesional guru rumpun pendidikan agama islam di MTs NU Mranggen.
Penelitian ini menggunakan metode kualitatif lapangan dengan pendekatan fenomenologi. Informan penelitian terdiri dari kepala madrasah dan guru rumpun PAI di MTs NU Mranggen. Data peneltian berupa data primer dan data sekunder yang diperoleh dari wawancara mendalam, observasi, dan studi dokumentasi kemudian dianalisis dengan metode Triangulasi Milles – Hubberman berupa reduksi data, penyajian data, dan penarikan kesimpulan.
Hasil penelitian ini menunjukkan bahwa supervisi kepala madrasah meliputi penyusunan program yang disusun bersama dengan guru, pelaksanaan supervisi berdasarkan program dan jadwal supervisi yang telah disusun sebelumnya, penilaian atau evaluasi dengan menggunakan instrumen dan evaluasi diri, dan rencana tindak lanjut berupa peningkatan kompetensi profesional guru melalui kegiatan bimbingan dan tindakan reflektif. Adapun peningkatan kompetensi profesional guru PAI berupa peningkatan lima sub kompetensi profesional guru, namun masih membutuhkan perbaikan pada indikator pelaksanaan penelitian dan kegiatan ilmiah guru. Pelaksa-naan supervisi kepala madrasah di MTs NU Mranggen Demak agar lebih memperhatikan proses supervisi akademik dengan pendekatan persuasif pada pelaksanaan supervisi guru.

ABSTRACT:
Professional competence must be mastered by teachers according to Regulation of the Minister of National Education Number 16 of 2017 in addition to personal, pedagogical, and social competencies. Improving the professional compe-tence of teachers can be done by the head of madrasah, one of which is through the supervision of the head of madrasah to teachers. The supervision of principals is one of the five competences of principals as regulated in the Regulation of the Minister of National Education Number 13 of 2007. This research describes the implement-tation of supervision of principals in improving the professional competence of teachers of Islamic studies at MTs NU Mranggen, and increasing the professional competence of teachers of the family Islamic studies at Islamic Junior High School NU Mranggen Demak.
This study used a qualitative field method with a phenomenological approach. The research informants consisted of the principal and teachers of the Islamic Studies family at Islamic Junior High School NU Mranggen Demak. Research data in the form of primary data and secondary data obtained from in-depth interviews, observation, and documentation studies were then analyzed using the Milles - Hubberman Triangulation method in the form of data reduction, data presentation, and conclusion drawing.
The results of this study indicate that the supervision of madrasah principals includes the preparation of programs that are compiled together with the teacher, the implementation of supervision based on pre-arranged programs and supervision schedules, assessment or evaluation using instruments and self-evaluation, and follow-up plans in the form of increasing teacher professional competence through activities. Guidance and reflective action. As for the improvement of Islamic Studies teacher professional competence in the form of an increase in the five sub-professional competences of teachers, however, it still requires improvements in the indicators of research implementation and teacher scientific activities. The supervision of the principal at Islamic Junior High School NU Mranggen Demak is to pay more attention to the academic supervision process with a persuasive approach to the implementation of teacher supervision.