Optimization of Clinical Learning Supervision Models through the Merdeka Curriculum Program to Improve Teachers’ Pedagogical Content Knowledge

Abstract

Effective supervision aligned with the Merdeka Curriculum is needed to strengthen teachers’ Pedagogical Content Knowledge (PCK), particularly in integrating subject-matter understanding with appropriate pedagogical strategies. This study examined the effectiveness of an optimized clinical instructional supervision model in improving Islamic Religious Education teachers’ PCK. The study employed a quantitative one-group pre-test–post-test design supported by interview data. Participants were selected through purposive sampling and included teachers, school principals, and supervisors. Data were collected using a PCK mastery test and semi-structured interviews. Instrument validity was assessed using Aiken’s V, while reliability was measured using Cronbach’s alpha. Quantitative data were analyzed using descriptive statistics, N-gain, and a paired-sample t-test, while interview data were analyzed through reduction, display, and conclusion drawing. The findings showed an increase in teachers’ mean PCK score from 61.85 in the pre-test to 79.40 in the post-test. The N-gain score was 0.46, indicating a moderate improvement. The paired-sample t-test showed a significant difference after the intervention, suggesting that the optimized clinical supervision model contributed to improved PCK. Interview findings further indicated that supervision supported teacher reflection, feedback, and the integration of content knowledge with student-centered pedagogy. The optimized clinical instructional supervision model can support teacher professional development under the Merdeka Curriculum. However, effective implementation requires stronger supervisor competence and deeper understanding of curriculum principles. Future studies should use comparison groups, larger samples, and longitudinal designs.