ACADEMIC SUPERVISION BY SCHOOL PRINCIPALS (MULTISITE STUDY AT SDN SN PELAMBUAN 4 AND SDN MELAYU 2 IN BANJARMASIN CITY)

JKPI: Jurnal Konseling Pendidikan Islam P–ISSN: 2655-9692 E-ISSN: 2746-5977 Vol.7, No. 1, Januari 2026 ACADEMIC SUPERVISION BY SCHOOL PRINCIPALS (MULTISITE STUDY AT SDN SN PELAMBUAN 4 AND SDN MELAYU 2 IN BANJARMASIN CITY) *1 Dahlia, 2Aslamiah, 3Metroyadi Universitas Negeri Lambung Mangkurat *1 2 Email: , , *1,2,3 Abstract The principal has the duty as a supervisor. In supervision, the principal has the duty and responsibility to advance teaching through continuous improvement of the teaching profession. The purpose of this study is to analyze in depth the model, approach, and follow-up of the principal's academic supervision at SDN SN Pelambuan 4 and SDN Melayu 2 in Banjarmasin City. This study uses a qualitative approach with a multi-site study design and data collection techniques through interviews, observation, and documentation. The research data sources are the principal and teachers. Data analysis uses descriptive analysis starting with data condensation, data presentation, drawing and verifying conclusions. Data validity checking techniques are carried out through observation and triangulation. The results of this study show that the supervision model implemented using a clinical model through case discussions and traditional with direct classroom observation is able to improve teacher performance and provide effective learning facilities for students through the pre-supervision, supervision, post-supervision or follow-up stages. The academic supervision approach is carried out indirectly through discussions with teachers before and after supervision activities. The collaborative approach has been able to help teachers provide alternative solutions to the problems being faced. The follow-up of academic supervision has been carried out as it should be as a concrete form of improvement and enhancement of the quality of learning and creating competent graduates. Keywords: Academic Supervision, Principle, Elementary School Abstrak Kepala sekolah memiliki tugas sebagai supervisor. Dalam supervisi para kepala sekolah memiliki tugas serta tanggung jawab untuk memajukan pengajaran melalui peningkatan profesi pendidik secara terus-menerus. Tujuan dari penelitian adalah menganalisis secara mendalam model, pendekatan, dan tindak lanjut supervisi akademik kepala sekolah di SDN SN Pelambuan 4 dan SDN Melayu 2 Kota Banjarmasin. Penelitian ini menggunakan pendekatan kualitatif dengan rancangan studi multisitus dan teknik pengumpulan data melalui wawancara, observasi dan dokumentasi. Sumber data penelitian adalah kepala sekolah dan guru. Analisis data menggunakan analisis deskriptif dimulai dengan kondensasi data, penyajian data, penarikan dan verifikasi kesimpulan. Teknik pemeriksaan keabsahan data dilakukan melalui pengamatan dan triangulasi. Hasil penelitian ini model supervisi yang dijalankan menggunakan model klinis melalui diskusi kasus dan tradisonal dengan observasi kelas langsung, mampu meningkatkan kinerja guru dan memberikan fasilitas belajar yang efektif bagi peserta didik melalui tahapan pra-supervisi, supervisi, pasca-supervisi atau tindak lanjut. 729 Lisensi Creative Commons Atribusi 4.0 Internasional Pendekatan supervisi akademik dilakukan secara tidak langsung melalui diskusi dengan guru, dilakukan sebelum dan sesudah kegiatan supervisi. Pendekatan kolaboratif telah mampu membantu guru untuk memberikan solusi alternatif dari permasalahan yang sedang dihadapi. Tindak lanjut supervisi akademik telah dijalankan sebagaimana mestinya sebagai bentuk nyata dalam perbaikan dan peningkatan kualitas pembelajaran serta menciptakan lulusan yang berkompeten. Kata kunci: Supervisi Akademik, Kepala Sekolah, Sekolah Dasar INTRODUCTION The development of education in Indonesia shows a dynamic that continues to move in line with social changes, technological advances, and the demands of globalization. This transformation is reflected in curriculum updates, improvements in educational facilities and infrastructure, and the strengthening of the quality of teachers and educational personnel. Education policy is directed at creating a learning process that is adaptive to the changing times and capable of shaping 21st-century competencies. These efforts emphasize that the quality of education is not only determined by policy, but also by the quality of learning practices in the classroom, which are greatly influenced by teacher professionalism and the effectiveness of educational supervision (Danim, 2014; Sugiyono, 2018). The normative objectives of national education are confirmed in Law Number 20 of 2003 on the National Education System, which states that education serves to develop abilities and shape the character and civilization of the nation. Education is directed at developing the potential of students to become people of faith, knowledge, creativity, independence, and responsibility as citizens. This formulation shows that education has a comprehensive orientation that includes cognitive, affective, and psychomotor dimensions. Therefore, the quality of the learning process is a key factor in achieving national education goals (Sahertian, 2008). Educational supervision has a strategic position in improving the quality of learning because it functions as a process of professional development for teachers. Supervision is not only intended to monitor, but also to provide assistance that enables teachers to improve their pedagogical, professional, social, and personal competencies. Sahertian emphasizes that supervision is a professional service designed to help teachers improve their learning practices, thereby improving student learning outcomes. Thus, supervision is an important instrument in education quality management (Suriansyah & Purwanti, 2022). Teachers are a major component in the learning system that determines the success of education. The role of teachers is not limited to delivering material, but also includes designing learning experiences, character building, and developing students' skills. Optimal teacher performance requires continuous coaching support through academic supervision. Danim (2014) explains that learning outcomes are influenced by the interaction of various factors, including the quality of teacher-student interaction, learning strategies, and the learning environment. Therefore, supervision serves to ensure that the 730 learning process is effective and in line with the needs of students. The principal has a central role in the implementation of academic supervision because they are responsible for improving the quality of learning in schools. As a learning leader, the principal carries out the functions of planning, implementing, evaluating, and following up on supervision. When the learning process is not yet optimal, supervision becomes an important mechanism for identifying problems, providing feedback, and designing improvement strategies. This role confirms that the instructional leadership of the principal is a determining fact (...truncated)