The quality of education is a necessity as well as an essential demand to achieve educational goals. The quality of education can be achieved depending on the principal as the leader and the teacher as the implementer of the principal's policy. The purpose of this study was to find out how big the role of madrasah head supervision was in improving the quality of education and how big the teacher's performance was in improving the quality of education at Madrasah Ibtidaiyah Muhammadiyah Penaruban, Kaligondang, Purbalingga.
This research is a quantitative research, which is one type of research whose specifications are systematic, well-planned and clearly structured from the beginning to the making of the research design. This study uses a descriptive method approach that functions to describe or provide an overview of the object under study through data or samples that have been collected as they are without analyzing and making generally accepted conclusions. Data collection techniques by observation, questionnaires (questionnaire), interviews and documentation. The population was taken using a census, namely 16 people. The data analysis technique used descriptive and inferential statistics, classical assumption test, multiple linear regression.
The results showed that the supervision of the madrasah principal had a role in improving the quality of education with a t count of 4.191 > t table of 1.746 or a p value of 0.001 <0.05. Partially, the role of the principal of madrasah supervision on the quality of education is 62.8%. Teacher performance plays a role in improving the quality of education with t count of 2.305 > t table of 1.746 or p value of 0.038 <0.05. Partially the role of teacher performance on the quality of education is 37.9%. Meanwhile, the influence of the supervisory role of the madrasah principal and teacher performance on improving the quality of education with F count of 18,122 > F table of 3.63 or p value of 0.000 <0.05. Simultaneously, the influence of the supervisory role of the madrasah principal and teacher performance on improving the quality of education is 73.6%, the remaining 26.4% is the role of other variables.