Academic Supervision Practices and Their Impact on Learning Quality: A Dual-Perspective Case Study at SMPN 37 Medan
Abstract
This study aims to analyze the effectiveness of academic supervision implementation at SMPN 37 Medan through a dual perspective, namely the principal as the supervisor and the teacher as the supervised subject. The research method employs a descriptive qualitative approach with a case study design. Data collection was conducted on May 5, 2026, using semi-structured interview techniques with informants selected via purposive sampling, including the Principal and a teacher. The research instrument consisted of a semi-structured interview guide that explored the objectives, techniques, follow-up actions, constraints, and impacts of academic supervision. The results of the study suggest that academic supervision at SMPN 37 Medan demonstrates positive dynamics, largely driven by the alignment of perceptions and objectives between the principal and the teacher. This is further supported by the application of holistic classroom visit techniques and a humanistic approach through pre-implementation coaching sessions. The tangible impact of the supervision is reflected in the sustainable improvement of teacher professionalism, marked by a shift in teaching orientation toward active and varied learning methods. In conclusion, the collaborative and adaptive supervision model is proven to be capable of consistently maintaining the sustainability of quality assurance and the improvement of learning quality in schools.
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