Instructional Supervision through GTK Room: Validity Analysis and Its Contribution to Improving Learning Quality at a State Vocational School in Tenggarong District

This study aims to examine the validity and contribution of instructional supervision through the Merdeka Mengajar Platform, currently known as the GTK Room, in improving the quality of teaching at SMK Negeri 2 Tenggarong. A descriptive quantitative approach was used, involving 67 teachers from three subject clusters: vocational (produktif), adaptive, and normative. Data were collected using a questionnaire based on indicators of supervision validity and teaching quality, employing a 4-point Likert scale. The results show that most teachers perceived supervision through the GTK Room as reasonably valid and relevant, particularly in aspects such as rubric clarity, indicator coherence, and teacher involvement in reflective teaching practices. However, challenges remain, especially regarding limited digital literacy among some teachers, which hinders optimal use of the platform’s features. Findings indicate that supervision followed by concrete and targeted feedback has a more significant impact on classroom practices. Therefore, effective use of GTK Room requires technical training, strong instructional leadership, and adequate digital infrastructure to support its role as a tool for meaningful and sustainable teacher development.