Instructional supervision refers to the effort to develop teachers individually or in groups so that the teaching and learning process can be carried out optimally to achieve the teaching objectives. The model of instructional supervision by school instructional leaders was carried out using the face-to-face observation method, however, this method of supervision has changed to a virtual form due to the Covid-19 pandemic. This urgent shift in teaching and learning methods at home poses various problems, especially the skills of teachers to use the medium of technology in the teaching process, as well as students and parents. This is because teachers and students have implemented the teaching and learning process online to prevent the occurrence of Covid-19 infection which is working and studying from home. Therefore, this study aimed to identify: 1) the role that instructional leaders need to play; 2) instructional supervision strategies implemented, and 3) the challenges faced in implementing instructional supervision in the Covid-19 pandemic era. Guided by the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyzes) research highlighting method, the review highlights were systematically conducted in the Scopus and Google Scholar databases involving 15 related articles from 2019 to 2021. The findings of the study have identified the role played by school instructional leaders has changed from observation for evaluation purposes to forms of support and assistance in various aspects of improving the ability of instructional leaders, teachers, students, and communities by using various electronic mediums to communicate and the teaching and learning process, can be continued. Some suggestions for the improvement of this study are from the aspect of article search using more databases and various search strategies such as reference tracking, reference search, snowball, and contacting experts.