Implementing SMIP (Smart Microsite Supervision) to Improve Learning Quality

Early Childhood Education (ECE) educators play an important role in delivering quality learning but require help and guidance through academic supervision to implement it. Manual academic supervision by the head of ECE has not produced significant results, as educators remain uncertain about how to improve after supervision. The purpose of the SMIP application is to help the head of ECE to conduct academic supervision more effectively and teachers are supported by reflection and improvement. The actions taken in implementing the SMIP application are identification and analysis, planning, which includes reviewing the SMIP application, compiling an implementation timeline, determining target ECE units, involving stakeholders, and formulating the necessary material resources. The implementation includes Focus Group Discussion (FGD) activities, coaching the importance of academic supervision at ECE and IGTKI, socializing the SMIP application to PKG ECE, IGTKI, and ECE clusters, mentoring the implementation of the SMIP application to target ECE, followed by reflection, evaluation, and reporting activities. The results showed that the head of ECE developed a better understanding of academic principles, implementation stages, and supervision techniques, enabling them to support teachers more effectively. Educators improved their pedagogical and professional competence, gained a clearer understanding of learning quality indicators, were able to develop teaching modules and learning processes, and strengthened their IT skills. These findings highlight SMIP’s potential as an effective tool for improving academic supervision and teacher development in ECE settings.