The Effectiveness of Utilizing Information and Communication Technology in Instructional Supervision with Collegial Discussion Techniques for the Teacher’s Instructional Process and the Student’s Learning Outcomes

Abstract

Information and communication technology has been widely used in educational activities, not only in the learning process but also in the teachers’ professional development programs. One of the most popular applied supervision techniques is teacher collegial discussion. Students’ learning outcomes are largely determined by the quality of the teacher’s instructional process, and the quality of the teacher’s instructional process is influenced by the effectiveness of supervision. However, there has not been much research on its effectiveness in development programs and their effects on student learning outcomes. This study aimed at examining the effectiveness of utilizing ICT in collegial discussions as an instructional supervision technique for the teachers’ teaching process and students’ learning outcomes. This research was conducted in the District and Malang City with a sample of 787 junior high school teachers selected randomly from 20 schools. The study used a descriptive correlational research design, and Structural Equation Modeling (SEM) is applied to deal with its data analysis. The results showed that collegial discussion as an instructional supervision technique affected the quality of a teachers’ instructional process. Implementation of ICT in collegial discussions had an effect and a higher coefficient value than the collegial discussions. The utilization of ICT in collegial discussions also affects the intensity of the utilization of ICT in teachers’ instructional processes. Quality of teaching and the utilization of ICT in a teachers’ instructional process had significant effects on student learning outcomes.

1. Introduction

The COVID-19 pandemic has changed teaching and learning interactions. The learning process was mostly carried out online. It was feared that changes in the learning process would not be able to be implemented effectively. Several research results have shown that online learning does not have a significant impact on the teaching and learning process and students’ learning outcomes [1,2]. However, in some views, students become lost in learning through online learning. Therefore, it is necessary to study the effectiveness of utilizing ICT in the learning process on students’ learning outcomes.

Learning and teaching are closely intertwined with each other in a learning system. Learning and teaching can be distinguished but cannot be separated. Both are integrated with a process that takes place in the same time and space dimensions. Learning is a process of interacting with the environment to produce behavioral changes. It can be in the form of remembering, understanding, explaining, analyzing, synthesizing, participating, demonstrating, working, or implementing. Changes in behavior can be indicated by an increase in understanding, knowledge, attitudes, or skills, while teaching is an activity used to facilitate the learning process. Teaching can take the form of conveying material, explaining, giving assignments, carrying out discussions, and more. Thus, the learning process is also influenced by the quality of teaching. If the teacher’s learning process can be carried out optimally, they will be able to facilitate student learning, and in the end, learning outcomes will be achieved optimally. Based on several research results, it has been shown that superior learning materials and learning models that emphasize student learning activities affect student motivation and learning outcomes [3,4,5,6].

When studied further, the quality of teacher teaching is also influenced by the intensity and quality of teacher teaching supervision. Many efforts to improve the quality of teacher instruction have been carried out through instructional supervision activities. Therefore, in looking at the effectiveness of using ICT in learning, it is necessary to examine the three types of activities, namely the process of instructional supervision, teacher teaching quality, and student learning outcomes.

1.1. Instructional Supervision

Teacher development is the process of assisting teachers, especially professional service assistance carried out by leaders, principals, supervisors, or other coaches, to improve the ability of the teachers to carry out tasks to improve the instructional process and students’ learning outcomes. Teacher development is generally known as supervision activities.

The implementation of teacher development can be carried out through Glickman’s approaches, which are classified into three categories, namely the directive approach, nondirective approach, and collaborative [7]. The directive approach emphasizes the activeness of the supervisor in the training process, and conversely, the nondirective approach emphasizes the activeness of the supervisee in the supervision process, while in the collaborative approach, both the supervisors and supervisees are active in the training process.

In addition, the supervision process is operationally carried out through different techniques and refers to professional principles. Teacher supervision techniques can be specifically classified into two categories, namely individual techniques and group techniques. The individual technique is carried out if the teacher is being supervised individually, while the group technique is applied when the teacher is supervised in a large group [7]. Individual conferences, class visits, and class observations are examples of individual supervision techniques. Meetings, teacher working group meetings, training, upgrading, workshops, or collegial discussions are group supervision techniques. The implementation can also be conducted directly or indirectly. Direct techniques are implemented when supervisors and supervisees meet face-to-face or communicate face-to-face, while indirect techniques are applied when supervision is conducted through communication media.

The implementation of supervision carried out online is an example of the implementation of supervision using communication media. The implementation process is also carried out concerning the right principles, for example democratic, constructive, creative, and so on [8]. Several research results show that instructional supervision activities have a significant effect on the quality of teaching [9,10,11,12]. However, on the other hand, it was also found that not all instructional supervision activities had a significant positive effect on teachers’ teaching performance [13,14]. Therefore, it is necessary to conduct deeper research on effective instructional supervision techniques. One technique that is thought to be very effective in improving the quality of teacher teaching is collegial discussion.

1.2. Collegial Discussion as an Instructional Supervision Technique

A discussion is a conversation between two or more people to reach a mutual understanding, agreement, or decision on a problem. Discussion is a process involving two or more individuals who interact verbally and face-to-face based on certain goals through exchanging information, exchanging opinions, or solving problems.

There are various types of discussions, including whole groups, buzz groups, panels, syndicate groups, brainstorming groups, symposiums, colloquiums, informal debates, and fishbowls. In terms of the participants, discussions can be held between teachers and students, students and students, teachers and principals, and teachers and teachers. Collegial discussion is a type of discussion conducted between fellow teachers to improve and fix the situation of the teaching and learning process in schools.

Collegial discussion is one of the collegial supervision techniques. In terms of the supervisor, instructional supervision can be classified into three categories, namely development with supervisors from superiors, development with peer supervisors, and independent development. Collegial discussion is group supervision with fellow teacher supervisors.

Several research results have shown that collegial supervision is effective in improving teaching competence [8]. Collegial discussion is the most common form of collegial supervision carried out by teachers. In the process of carrying out daily tasks, teachers always conduct discussions with fellow teachers to solve problems or to improve or fix the implementation of tasks. The collegial discussion has several advantages as an instructional supervision technique. Teachers do not feel awkward because they conduct it with fellow teachers. The discussions are also more intensive because they meet every day. Likewise, the teachers also all become active because the discussion is carried out together. The interaction can also be implemented very well. The existence of maximum activity and interaction will bring maximum results. The results show that effective supervision to improve teacher competence emphasizes teacher activity and collaborative interaction between teachers [15]. Collegial supervision can create an environment where supervisors and teachers can help each other [16]. Giving tasks, responsibilities, and autonomy to teachers can improve and develop the ability of teachers to develop the quality of the learning system in schools [17]. Collaborative and nondirective approaches play an important role in enabling teachers to demonstrate self-directed and self-regulated learning [18]. Teachers will be more effective and meaningful when studying together in a collegial study group [19,20]. Collegial supervision can also facilitate senior teachers to share experiences with novice teachers [21]. However, so far it has not been studied how strong the influence of collegial discussion as a type of collegial supervision is on the quality of teacher learning. To properly know how high the influence of collegial discussion is on the quality of the teacher’s instructional process and student’s learning outcomes, it is necessary to conduct in-depth research.

The rapid development of information and communication technology certainly affects the implementation of collegial discussions. Collegial discussions, which were previously held face-to-face with fellow teachers, are now supported by information and communication technology tools. The use of modern communication technology allows groups to communicate and interact with each other over long distances at a low cost [22]. How strong the influence is of the use of information and communication technology on the teacher development process is still a question. The utilization of ICT in the diagnostic feedback supervision model is effective for improving teacher competence [23]. However, the existing research is still too general and was carried out on a small scale, so it cannot be definitively proven. Several research results related to the use of information technology in learning show various results. Some of the research results showed that the use of information and communication technology has no significant effect on the students’ learning outcomes [1]. The implementation of online learning is also less effective for establishing relationships with the students [2]. In addition, the use of online technology tools has not shown a significant effect on the effectiveness of school management [24]. The use of ICT in school management is also not optimal [25]. The influence of utilizing information and communication technology on the instructional process and student learning outcomes has not been maximized because the lecturers or teachers or students have not been optimal in using it [2,26,27]. Additionally, school principals or education personnel still do not use information and communication technology optimally in school management, so the link to school achievement is still unclear [24,25,28].

Based on this idea, it is necessary to examine further the effectiveness of ICT-based instructional supervision on teacher teaching competence and student learning outcomes. This is the foundation of this research. Interpreting the effectiveness of the utilization of information and communication technology will improve the quality of the process and results of instructional supervision to improve teacher competence. With the increasing competence of the teacher instructional process, optimal student learning outcomes will be achieved.

The formulation of the research problems is as follows. (1) Does the implementation of instructional supervision with collegial discussion techniques influences the teachers’ instructional process and student learning outcomes? (2) Does the use of ICT in collegial discussions influence the teachers’ instructional process and student learning outcomes? (3) Does the teachers’ instructional process influence student learning outcomes? (4) Does the utilization of ICT in the teachers’ instructional process influence student learning outcomes? The main hypothesis is this: ”there is a structural effect of the instructional supervision with collegial discussions, the use of ICT in the collegial discussions on the teachers’ instructional process, the use of ICT in the teacher’s instructional process, and the student learning outcomes”. The minor hypotheses are as follows: (1) the implementation of instructional supervision with collegial discussion techniques influences the teachers’ instructional process and student learning outcomes, (2) the use of ICT in collegial discussions influences the teachers’ instructional process and student learning outcomes, (3) the teachers’ instructional process influence student learning outcomes, and (4) the utilization of ICT in the teachers’ instructional process influence student learning outcomes.

2. Materials and Methods

This study employs a descriptive correlational research design. The study begins with the formulation of research problems, setting research objectives, developing research operational designs, developing and validating scale instruments, collecting, analyzing, and interpreting data, and compiling research reports. The research was conducted in District and Malang City.

2.1. Participants of the Research

The population of this research is junior high school teachers in District and Malang City, East Java Province, Indonesia. The research sample comprised 787 teachers, collected using a random sampling technique. The characteristics of the sample in terms of gender and educational background are presented in

Table 1. The distribution of the research sample based on gender and the educational background.

No	Educational Level Gender	Bachelor	Master	Total
1	Male	363 (46.12%)	93 (11.82%)	456 (57.94%)
2	Female	279 (35.45%)	52 (6.61%)	331 (42.06%)
Total		642 (81.58%)	145 (18.42%)	787 (100%)

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The sample displayed in Table 1 reflects the population that there are more female teachers than male teachers. In terms of education level, most of the participants have undergraduate education because of the regulations in Indonesia—the requirement to become a teacher is a bachelor’s degree. Master’s or doctoral programs are additional, not a requirement, so their number is less than a bachelor’s degree. Thus, the characteristics of the research sample reflect the characteristics of the population. It fulfills the requirements of a representative research sample.

2.2. Research Instruments

The data collection techniques of this research were questionnaires and documentation. The research instrument was developed based on the research variables. This means that there are five research variables, namely instructional supervision through collegial discussions, utilizing ICT in collegial discussions, teachers’ instructional process, utilizing ICT in the teachers’ instructional process, and students’ learning outcomes. There are 59 items of the instrument. Instructional supervision through collegial discussions consists of 4 items of instruments, utilizing ICT in collegial discussions is 2 items, the teachers’ instructional process consists of teaching planning includes 20 items and teaching implementation includes 28 items, utilizing ICT in the instructional process includes 2 items, and students’ learning outcomes consist of 3 items, namely the learning outcomes of knowledge, skills, and attitudes. The number of instrument items is not the same between variables because it adjusts to the construct being measured. For example, for the implementation of teaching, there are 28 items because the components of teaching implementation cover many aspects, starting from opening lessons, using models, media, materials, and teaching methods, to closing lessons, while the use of ICT is only two items, namely the use of ICT and the kind of ICT used. Student learning outcomes are obtained from the teacher’s report and are validated with the report documents.

The development of the instrument items was carried out carefully based on the variable construct to obtain good content validity. In addition, trials were conducted on samples from the same population. The results showed, by using Cronbach’s Alpha reliability analysis for the instrument of measuring the variable of instructional supervision through collegial discussion, the reliability coefficient r_ii = 0.950. For the instrument of utilizing ICT in the collegial discussion, the reliability coefficient r_ii = 0.578, for the teacher’s instructional process instrument, the reliability coefficient r_ii = 815, for the instrument of utilizing ICT in the instructional process of teachers obtained reliability coefficient r_ii = 0.782, and for student learning outcomes obtained, the coefficient r_ii = 847. All reliability coefficients are above 0.700 [29,30]. Thus, all the instruments showed a good reliability coefficient, except for utilizing ICT in collegial discussions, which obtained a reliability coefficient of 0.578 because the number of items is only two. For group size, the reliability coefficient is >0.55, meeting the requirements of good reliability [31]. Based on the results of the item analysis, the total also showed that each item has a coefficient >0.3. Thus, it can be concluded that the instruments used in the research are valid and reliable [32].

The validity test of the instruments was also carried out through factor analysis. The results of the loading factor analysis of each variable are presented in

Table 2. Loading factor of research variables.

Collegial Discussion (CD)	Use of ICT in Collegial Discussion (ICTC)	Use of ICT in Teaching Process (ICTT)	Students’ Achievement (SA)	Teaching Process (TQ)
0.952
0.956
0.939
	0.893
	0.782
		0.724
		0.802
			0.913
			0.946
			0.910
			0.967
				0.908
				0.955
				0.880

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Based on Table 2, it can be known that the loading factor of all variable dimensions is above 0.5, with the smallest value of 0.724, and it is above the loading coefficient of other construct dimensions. Thus, it can be concluded that the research instrument shows good convergent validity.

The results of the analysis of Average Variance Extracted (AVE) for variables CD, ICTC, ICTT, SA, and TQ obtained coefficients of 0.901, 0.704, 0.584, 0.873, and 0.837. All of these values are above 0.5, and it is above the coefficient of intercorrelation with other construct dimensions. Thus, it can be concluded that the research instrument meets the criteria for good discriminant validity.

The results of the composite reliability analysis of the variables CD, ICTC, ICTT, SA, and TQ obtained coefficients of 0.965, 0.826, 0.737, 0.965, and 0.939. All coefficient values are above 0.7. Thus, it can be concluded that the research instrument meets the criteria for good discriminant validity. Then, it is used to collect data, with the following procedures: (1) identifying research subjects, (2) selecting research samples following research sampling procedures, (3) collecting data through the process of filling out questionnaires to all research samples, (4) collecting related data documents, and (5) verifying all related data.

2.3. Data Analysis

To process data in this study, two types of data analysis techniques were used, namely descriptive statistics and structural equation modeling. Descriptive statistics were applied to describe the data, while structural equation modeling was applied to examine the structural effect between exogenous and endogenous variables. Several steps were taken: (1) building a hypothetical model based on theory, both measurement models and structural models; (2) collecting data; (3) processing initial data to describe data using SPSS (Statistical Program for Service Solution); (4) testing the hypothesis, starting from testing the measurement model to the structural model that shows the direct and indirect effects of exogenous and endogenous variables, using Lisrel (Linear Structural Modeling).

3. Results

3.1. Results of Descriptive Analysis

Before testing the hypothesis, a descriptive analysis was carried out on the research data. For this reason, firstly, the results of the analysis of teachers participating in planning collegial discussions, implementing collegial discussions, and evaluating collegial discussions are shown. For more details, the results of the analysis of the frequency of carrying out instructional supervision with collegial discussions are presented in

Table 3. Frequency of teachers in planning, implementing, and evaluating instructional supervision through collegial discussion.

No	Frequency of Collegial Discussions	Plan		Implementation		Evaluation
		f	%	f	%	f	%
1	Never	63	8.0	45	5.7	67	8.5
2	Rarely	121	15.4	104	13.2	115	14.6
3	Sometimes	302	38.4	274	34.8	305	38.8
4	Often	237	30.1	290	36.8	242	30.7
5	Always	64	8.1	74	9.4	58	7.4

.

Based on Table 3, it can be seen that the majority of teachers simply follow the supervision of teaching through collegial discussions at the planning, implementation, and evaluation stages. This is supported by the results of the mean analysis, which showed the mean values of 3.15, 3.31, and 3.14, with standard deviations of 1.04, 1.01, and 1.04, respectively. The planning is preparing a program of collegial discussion activities, implementation is carrying out collegial discussion activity programs, and evaluation is evaluating the results of collegial discussion activity programs. The frequency of utilizing ICT in the implementation of collegial discussions is presented in

Table 4. The frequency of teachers utilizing ICT in the implementation of collegial discussions.

No	Utilizing ICT in the Implementation Collegial Discussions	F	Percentage
1	Never	60	7.6
2	Rarely	109	13.9
3	Sometimes	306	38.9
4	Often	251	31.9
5	Always	61	7.8

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Referring to Table 4, it can be known that most teachers simply use ICT to conduct collegial discussions. This is supported by the mean value obtained at 3.19, with a standard deviation of 1.01, while for the variations in the utilization of media or communication devices, the average value is 3.17 with a deviation value of 2.28. It was seen from the large standard deviation that there is heterogeneity between teachers, from using only one medium to 10 communication media, with an average of using three communication media.

Meanwhile, the quality of the teacher’s instructional process, whether at the planning, implementation, or evaluation stages of the instructional process, is presented in

Table 5. The quality of teachers in the instructional process.

No	The Quality of Teacher’s Instructional Process	Plan		Implementation		Evaluation
		f	%	f	%	f	%
1	Never	4	0.5	2	0.3	4	0.5
2	Rarely	9	1.1	5	0.6	9	1.1
3	Sometimes	140	17.8	129	16.4	157	19.9
4	Often	242	30.7	346	44.0	335	42.6
5	Always	392	49.8	305	38.8	282	35.8

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Based on Table 5, it can be concluded that the quality of the teacher’s instructional process was on average in the good category. It can be seen that most of the teachers meet this criterion in planning, implementing, and evaluating the instructional process. This is confirmed by the results of the average analysis obtained as 4.28, 4.20, and 4.12. All of the points go towards frequent execution. Thus, it can be concluded that the average teacher has carried out ideal activities in planning, implementing, and evaluating the instructional process.

On the other hand, the student learning outcomes are divided into three components, namely knowledge, skills, and attitudes. The mean value of the knowledge obtained is 80.22, the mean of skill is 81.40, the mean value of attitude is 82.66, and the overall mean value is 81.55. All the mean values are above 80.00. Thus, it can be concluded that the average value of students’ learning outcomes is in a good category.

3.2. Hypothesis Test

Based on the research design to test the research hypothesis, structural equation modeling analysis techniques were used. The hypothesis that will be answered is that there is a structural influence of instructional supervision through discussion and the utilization of ICT in collegial discussions on the teacher’s instructional process, utilizing ICT in the teacher instructional process, and student learning outcomes.

Regarding the results of the analysis, the chi-square value is 91.24 with a p-value = 0.007. Looking at the chi-square value, it has not shown a fit result. For that, it is necessary to look at other goodness of fit criteria. The results of other goodness of fit analyses are presented in

Table 6. The results of the goodness of fit analysis model effect of collegial discussion variables, utilizing ICT in collegial discussion, teacher instructional process, utilizing ICT in teaching process, and student learning outcomes.

Indicators of Goodness of Fit	Output	Criterion	Interpretation
Good of Fit (GFI)	0.984	>0.9	Fit
Adjusted Goodness of Fit (AGFI)	0.972	>0.9	Fit
Root-Mean-Square Residual (RMSEA)	0.013	<0.08	Fit
Normed Fit index (NFI)	0.990	>0.9	Fit

.

Based on the values of the goodness of fit criteria presented in Table 6, it can be concluded that the model of the structural influence of exogenous and endogenous variables proposed in this study fits with the data in the field. GFT, AGFI, NFI, and NNFI values are all above 0.9, and RMSEA values are below 0.08. Thus, the null hypothesis is rejected, and the working hypothesis is accepted. The proposed hypothetical model fits the data in the field.

In an outline, the structural relationship model between these variables is presented in Figure 1.

Information:

CD = Collegial discussion;

X1 = Collegial discussion planning;

X2 = Collegial discussion implementation;

X3 = Collegial discussion evaluation;

ICTC = Utilizing ICT in collegial discussion;

X4 = Frequency of utilizing ICT in collegial discussion;

X5 = Types of media devices were used in collegial discussion;

TQ = The quality of the teacher’s instructional process;

Y1 = Lesson planning;

Y2 = Teaching implementation;

Y3 = Teaching evaluation;

ICTT = Utilizing ICT in the instructional process;

Y4 = The frequency of utilizing ICT in the instructional process;

Y5 = Types of media devices for utilizing ICT in the instructional process;

SA = Student’s learning outcomes;

Y6 = Knowledge learning outcomes;

Y7 = Skill Learning outcomes;

Y8 = Attitude learning outcomes;

Y9 = Total learning outcomes.

Figure 1 strengthens the results of the goodness of fit analysis of the model of the influence of exogenous and endogenous variables, and between endogenous variables and endogenous variables fit with data in the field. The frequency of teachers participating in collegial discussions has a direct effect on the quality of the teachers’ instructional process. The use of ICT in collegial discussions has a direct effect on the quality of the teachers’ instructional process and the use of ICT in the teachers’ instructional process. The quality of the teachers’ instructional process and the use of ICT in the teachers’ instructional process have a direct effect on students’ learning outcomes. X is the dimension of the observed exogenous variables, while Y is the dimension of the observed endogenous variables. The score of each variable dimension is obtained from the score of the answers to the items of the measured variable dimensions. The arrow indicates the direct effect. In addition, the indirect effect is obtained from the output of the linear structural equation analysis in more detail. Hence, the direct and indirect effects between variables are presented in

Table 7. The analysis results of the direct and indirect effect of collegial discussion, utilizing ICT in collegial discussion, teacher instructional process, utilizing ICT in teaching process, and student learning outcomes variables.

Predictor Variables	Criterion Variables	Direct Effect	Indirect Effect	Total Effect
Collegial discussion	Teachers’ Instructional Process	0.222	-	0.222
	The utilization of ICT in Teacher’s Instructional Process	-	-	-
	Students’ Learning Outcomes	-	0.065	0.065
The Utilization of ICT in Collegial Discussion	Teachers’ Instructional Process	0.225	-	0.225
	The Utilization of ICT in Teachers’ Instructional Process	0.367	-	-
	Students’ Learning Outcomes		0.169	0.169
Teachers’ Instructional Process	Students’ Learning Outcomes	0.292	-	0.292
The Utilization of ICT in Teachers’ Instructional Process	Students’ Learning Outcomes	0.281	-	0.281

.

Based on Table 7, it can be concluded that the frequency of teachers carrying out collegial discussions has a direct effect on the quality of the teachers’ instructional process, with a coefficient of 0.222. The more actively the teacher participates in group discussions, the higher the quality of the teacher’s instructional process. The frequency of teachers utilizing ICT in collegial discussions has a direct effect on the quality of the teacher’s instructional process, with a coefficient of 0.225, and the utilization of ICT in the teacher’s instructional process, with a coefficient of 0.367.

The quality of the teachers’ instructional process has a direct effect on student learning outcomes with a coefficient of 0.292. Therefore, the higher the quality of the teachers’ instructional process, the higher the learning outcomes achieved by the students. The utilization of ICT in the teachers’ instructional process has a direct effect on the students’ learning outcomes, with a coefficient of 0.281. This means that the more the teacher utilizes ICT in the instructional process, the higher the learning outcomes achieved by the students.

The frequency of teachers carrying out collegial discussions has an indirect effect on the students’ learning outcomes, with a coefficient of 0.065. Likewise, the utilization of ICT in collegial discussions also has an indirect effect on the students’ learning outcomes, with a coefficient of 0.169. The value of direct, indirect, and total effects is obtained from the results of the Lisrel (Linear Structural Relation) program analysis.

We can notice from the support for each of the observed variables on the latent variable that it also shows strong results. In other words, the exogenous and endogenous variable measurement model fits the data in the field. Thus, the results of the measurement model analysis are presented in

Table 8. Measurement model of collegial discussion variables, utilization of ICT in the collegial discussion, teacher instructional process, utilization of ICT in teacher instructional process, and student learning outcomes.

Latent Variable	Observed Variable	Lambda
Exogenous Variable
Collegial Discussion	Collegial Discussion Planning (X1)	0.933
	Collegial Discussion Implementation (X2)	0.901
	Collegial Discussion Evaluation (X3)	0.930
Use ICT in Collegial Discussion	The Frequency of Utilizing ICT in Collegial Discussion (X4)	0.934
	Types of Media Devices in Collegial Discussion (X5)	0.552
Endogenous Variable
Teachers’ Instructional Process	Lesson Planning/Teaching Planning (Y1)	0.845
	Teaching Implementation (Y2)	0.761
	Teaching Evaluation (Y3)	0.898
The Utilization of ICT in Teachers’ Instructional Process	Frequency of the Utilization of ICT in Teachers’ Instructional Process (Y4)	0.872
	Types of Media Devices of ICT in Teachers’ Instructional Process (Y5)	0.787
Students’ Learning Outcomes	Knowledge Learning Outcomes (Y6)	0.891
	Skill Learning Outcomes (Y7)	0.867
	Attitudes Learning Outcomes (Y8)	0.705
	Total Learning Outcomes (Y9)	0.923

.

Based on Table 8, it can be underlined that in the collegial discussion variable, the planning factor obtained a value of λ = 0.933, the implementation obtained a value of λ = 0.901, and the evaluation of collegial discussion obtained a value of λ = 0.930. The three lambda values are quite high, so this shows that the three observed variables are the main indicators of the construct of collegial discussion variables. From the results of the analysis, it is also known that the variable of ICT utilization in collegial supervision, the frequency factor of ICT utilization, obtained the value of λ = 0.934, while the type of ICT devices factor obtained the value of λ = 0.552. The two lambda values are also quite high, indicating that the two observed variables are the main indicators of the construct of utilizing ICT in collegial discussions.

Based on Table 8, it is also known that the teacher instructional process variable, teaching planning, obtained the value of λ = 0.885, the teaching implementation factor obtained the value of λ = 0.761, and the teaching evaluation obtained a coefficient of λ = 0.898. The three lambda values are quite high, so the two observed variables are the main indicators of the construct of the teacher’s instructional process. From the results of the analysis, it is also known that, for the variable of ICT utilization in the instructional process, the frequency factor for using ICT obtained the value of λ = 0.872, while the factor of variation in the type of ICT devices obtained the value of λ = 0.787. The two lambda values are also quite high, indicating that the two observed variables are the main indicators of the construct of utilizing ICT in the teacher’s instructional process.

Based on Table 8, it is also known that the student learning outcomes variable, namely knowledge learning outcomes, obtained the value of λ = 0.891, the skill learning outcomes factor obtained a value of λ = 0.867, the attitude learning outcomes obtained a coefficient of λ = 0.705, and total learning outcomes obtained a coefficient of λ = 0.923. The four lambda values are quite high, so the four observed variables are the main indicators of the construct of student learning outcomes.

4. Discussion

Based on the results of the study, it was shown that collegial discussion, as one of the instructional supervision techniques, had a significant effect on the teacher instructional process. The findings of this study are related to the results of previous studies that a supervisory approach using a collaborative approach can improve the teaching competence of the teachers. Collegial supervision techniques are effective in improving teaching competence as well [7,8].

The findings of this study are also supported by school management practices. The principal, as a school administrator, as well as a teaching supervisor, delegates and gives authority to teachers to develop teaching competence, which is very effective in improving education in schools. Giving the teachers autonomy can stimulate them to develop collegiality among themselves, which in turn can develop education in schools. Collegial supervision is very effective in improving the quality of education in schools [17]. Collegial supervision is an effort made by fellow teachers to develop the teaching and learning process in schools so that educational goals can be achieved. Collegial supervision allows senior teachers to act as supervisors so that they can develop fellow teachers effectively.

The results of other studies also showed that participating in collegial group studies is very effective for teacher job growth [19]. The findings of this study are related to the results of the study that learning among teachers will accelerate teacher growth because teachers meet every day in carrying out teaching assignments. Discussions with fellow teachers about implemented teaching practices will encourage continuous improvement of teachers’ teaching competence.

The results of other studies that are applied to prospective teachers showed that nondirective and collaborative communication approaches are very effective in improving teaching skills and at the same time facilitating collegial relationships between teachers and prospective teachers. The nondirective and collaborative communication approach showed the important role of prospective teachers in conducting self-directed and self-regulated learning so that they can develop themselves effectively [18]. The findings of this study are related to the results of the study that collegial discussion is effective for improving teachers’ teaching competence. Collegial discussions can improve harmonious relationships between fellow teachers. In addition, they also foster critical thinking, innovative ideas, and scientific progress [22]. Collegial discussion, also named collegial supervision, can create an environment that allows supervisors and supervisees to help each other to improve the teaching competence of the teachers. For this reason, types of supervision that emphasize collegiality, such as workshops, training, or seminars, are very effective in improving teachers’ teaching competence [33,34].

When it was examined further, the utilization of ICT in collegial discussions has a higher impact on teachers’ instructional process and the utilization of ICT in teachers’ instructional process than the collegial discussion activities themselves. The results of this study are in line with the results of previous studies that utilizing ICT can improve learning outcomes. The utilization of ICT in the implementation of instructional supervision has a significant effect on the teacher’s teaching quality [35]. The utilization of ICT in the instructional process can increase the effectiveness of the interaction between teachers and students, and consequently, it can improve the best learning outcomes of the students [36].

When it was examined further, it appears that the utilization of ICT in collegial discussions not only gives a significant effect on the quality of teacher teaching but also affects the use of ICT in teacher teaching: the higher the use of ICT in instructional supervision, the higher the motivation for teachers to use ICT in teaching. Thus, the use of ICT in instructional supervision has a dual effect on the quality of a teacher’s instructional process. This finding is in line with the results of previous studies that the higher the teacher’s knowledge of ICT, the higher the teacher’s utilization of ICT in the instructional process [37]. Several research results showed that teachers are less optimal in utilizing ICT in the learning process [2]. Increasing the intensity of utilizing ICT in the teacher development process can indirectly increase the intensity of teachers utilizing ICT in the learning process. Even the utilization of ICT can also increase the effectiveness of learning management in schools through the blended learning model [38,39,40,41]. In addition, several research results also show that the use of ICT is effectively used to support the implementation of instructional supervision, both for students and teachers [42,43,44]. Combining technology and pedagogy can increase collaboration and collegiality in supervision [45]. Even the use of ICT is also very effective for use in the implementation of supervision in rural, remote areas, or during a pandemic [46,47].

The results of the latest research indicated that the quality of teacher teaching competence affects student learning outcomes. This means that the higher the quality of teacher teaching, the higher the learning outcomes achieved by the students. In addition, there is a significant effect of the utilization of ICT in teaching on students’ learning outcomes. This means that the higher the utilizing ICT in the instructional process, the higher the learning outcomes achieved by the students. The findings of this study strengthened the results of previous studies that the quality of teacher teaching is one of the components that affect students’ learning outcomes [48,49,50].

5. Conclusions

Based on the results of the study, there is a structural effect of the instructional supervision with collegial discussions, the use of ICT in the collegial discussions on the teachers’ instructional process, and the use of ICT in the teacher’s instructional process, and the student learning outcomes. Partially, the implementation of instructional supervision with collegial discussion techniques influences the teachers’ instructional process and student learning outcomes. The use of ICT in collegial discussions also influences the teachers’ instructional process and student learning outcomes. The teachers’ instructional process influences student learning outcomes as well. In addition, the utilization of ICT in the teachers’ instructional process influences student learning outcomes.

The active participation of the teachers in instructional supervision with collegial discussions affects the quality of the teacher’s instructional process. Thus, it can be concluded that collegial discussion is an effective instructional supervision technique to improve teachers’ teaching competence. Through collegial discussions, optimal interaction occurs between teachers in learning, resulting in good learning outcomes. Likewise, through collegial discussions, each teacher becomes active; thus, an optimal learning experience is obtained. Activeness and interaction are two factors that determine learning outcomes.

Subsequent research findings showed that utilizing ICT in collegial discussions has a higher effect on the students’ learning outcomes than the frequency of carrying out collegial discussions. This showed that utilizing ICT in collegial discussions can increase the effectiveness of communication between teachers. By utilizing ICT, the delivery of messages between teachers in collegial discussions becomes more effective. The utilization of ICT in discussions also increases motivation among the teachers in conducting discussions because of the ease of interaction with ICT support. In addition, most importantly, the utilization of ICT also creates a nurturing effect, which can stimulate teachers to use ICT in the instructional process. Thus, the utilization of ICT in collegial discussions can directly improve the quality of the teacher’s learning process, and also, the intensity of teachers in utilizing ICT in teacher teaching can indirectly improve the students’ learning outcomes.