Digital Peer Supervision: Building a Professional Learning Community (PLC) among Madrasah Ibtidaiyah Teachers

Peer supervision offers Indonesian madrasah teachers an alternative to top down classroom monitoring, yet how it works once it moves onto digital platforms is still poorly documented. This article examines a digital peer supervision model built and used for one semester at Madrasah Ibtidaiyah Al-Istiqlal Cibalongsari, Karawang, West Java. The design is a qualitative single site case study with eight participants, namely the principal, the vice principal for curriculum, and six classroom teachers. Interviews, participatory observation of the supervision cycles, and analysis of supervision documents were combined and read through thematic analysis. The model settled into a three phase cycle of joint planning, peer observation based on evidence, and a guided reflective conversation, and this cycle moved supervisory authority from the principal to the teaching pair. Professional learning community attributes strengthened across collegial interaction, shared resources, reflective practice, collective responsibility, and peer trust, with trust behaving as a condition for the others rather than as one more parallel dimension. Uneven digital skill, unstable connectivity, and reluctance to critique senior colleagues were reworked into adaptive routines rather than removed. The study contributes an account of peer supervision as a culturally situated practice in Islamic primary schooling.