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A RELA-SABAR-based online clinical supervision model for bridging gaps in reflective teacher professional development

Indonesian Research Journal in Education |IRJE| · Vol. 10 No. 4 (2026) · hlm. 2079–2093

DOI
10.22437/gzqgr250
ISSN
2580-5711
Terbit
2026-11-08
Penerbit
Universitas Jambi, Indonesia
Bahasa
en
Lisensi
creativecommons.org/licenses/by-nc-sa/4.0

Abstrak

Reflective practice is central to sustainable teacher professional development, yet many teachers struggle to engage in systematic reflection, particularly in digitally mediated learning environments. This study proposes a RELA-SABAR-based online clinical supervision model to support reflective professional development in online contexts. Using a conceptual research design, the study synthesises recent literature on online and hybrid supervision, reflective scaffolding, and technology-supported professional learning. The proposed model adapts the four core phases of RELA-SABAR: shared understanding of reflective practice, evidence-based analysis of instructional practice, structured feedback and dialogic interaction, and reflective redesign. These phases are supported by cognitive, metacognitive, and social scaffolding delivered through digital platforms. The model extends existing online supervision approaches by providing an explicit sequence for developing reflective depth and professional autonomy. As a conceptual contribution, the model offers a theoretically grounded framework for online clinical supervision, while empirical and expert validation remain necessary.

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11 penulis · 20 tautan kepenulisan bersama · 7 lintas organisasi

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  • Sebelas Maret University
  • Indonesia Open University
  • Influx (United States)
  • Universitas Ahmad Dahlan
  • Monohakobi Technology Institute (Japan)
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  • Organisasi berbeda
  • Organisasi sama
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Rekan penulisOrganisasiArtikel bersama
Muhammad Arifin PelawiInflux (United States)2
JuhanaAfiliasi tidak diketahui1
Retno WinarniSebelas Maret University1
Muhammad RohmadiSebelas Maret University1
Fendy Yogha PratamaUniversitas Ahmad Dahlan1
Citra AmitiurnaAfiliasi tidak diketahui1
Putu Hangga Nan PrayogaMonohakobi Technology Institute (Japan)1

Afiliasi berasal dari OpenAlex; metadata OAI-PMH jurnal tidak memuatnya. Penulis tanpa ID OpenAlex dicocokkan berdasarkan nama, sehingga dua orang bisa tergabung atau satu orang bisa terpisah.

Sumber metadata: OAI-PMH (metadata jurnal) https://online-journal.unja.ac.id/index.php/irje/oai, pertama di-harvest 8 Nov 2026, terakhir terlihat 8 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en">A RELA-SABAR-based online clinical supervision model for bridging gaps in reflective teacher professional development </dc:title>
	<dc:creator xml:lang="en">Julaeha, Siti</dc:creator>
	<dc:creator xml:lang="en">Andayani, Andayani</dc:creator>
	<dc:creator xml:lang="en">Rahmansyah, Mohamad Arif</dc:creator>
	<dc:creator xml:lang="en">Puspitasari, Maya</dc:creator>
	<dc:description xml:lang="en">Reflective practice is central to sustainable teacher professional development, yet many teachers struggle to engage in systematic reflection, particularly in digitally mediated learning environments. This study proposes a RELA-SABAR-based online clinical supervision model to support reflective professional development in online contexts. Using a conceptual research design, the study synthesises recent literature on online and hybrid supervision, reflective scaffolding, and technology-supported professional learning. The proposed model adapts the four core phases of RELA-SABAR: shared understanding of reflective practice, evidence-based analysis of instructional practice, structured feedback and dialogic interaction, and reflective redesign. These phases are supported by cognitive, metacognitive, and social scaffolding delivered through digital platforms. The model extends existing online supervision approaches by providing an explicit sequence for developing reflective depth and professional autonomy. As a conceptual contribution, the model offers a theoretically grounded framework for online clinical supervision, while empirical and expert validation remain necessary.</dc:description>
	<dc:publisher xml:lang="en">Universitas Jambi, Indonesia</dc:publisher>
	<dc:date>2026-11-08</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://online-journal.unja.ac.id/irje/article/view/60233</dc:identifier>
	<dc:identifier>10.22437/gzqgr250</dc:identifier>
	<dc:source xml:lang="en">Indonesian Research Journal in Education |IRJE|; Vol. 10 No. 4 (2026): IRJE |Indonesian Research Journal in Education| in Progress|; 2079-2093</dc:source>
	<dc:source>2580-5711</dc:source>
	<dc:language>en</dc:language>
	<dc:relation>https://online-journal.unja.ac.id/irje/article/view/60233/26066</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2026 Indonesian Research Journal in Education |IRJE|</dc:rights>
	<dc:rights xml:lang="en">http://creativecommons.org/licenses/by-nc-sa/4.0</dc:rights>
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