<![CDATA[ABSTRACT Digital transformation in education has driven changes in academic supervision practices in schools. This study aims to analyze the implementation of digital-based supervision in improving teacher performance effectiveness. The study employed a qualitative approach with a phenomenological design. Data were collected through semi-structured interviews and documentation involving principals and teachers who participated in digital supervision practices. Data were analyzed using the interactive model of Miles and Huberman, consisting of data reduction, data display, and conclusion drawing. The findings revealed that supervision was implemented through the use of learning videos, WhatsApp, and Google Forms, enabling the supervision process to become more flexible, well-documented, and supportive of reflective practice. igital supervision contributed to improving teaching creativity, teacher professionalism, technological adaptability, and student engagement in the learning process. However, its implementation still faced several challenges, including limited internet infrastructure, low levels of teachers' digital literacy, and difficulties in adapting to technology, particularly among senior teachers. To address these challenges, schools provided technology training, strengthened teacher collaboration, and supplied supporting facilities. This study contributes theoretically to the development of digital academic supervision concepts and provides practical references for schools in developing adaptive supervision systems to support educational transformation in the digital era. ABSTRAK Transformasi digital dalam pendidikan telah mendorong perubahan dalam praktik supervisi akademik di sekolah. Penelitian ini bertujuan untuk menganalisis implementasi supervisi berbasis digital dalam meningkatkan efektivitas kinerja guru. Penelitian menggunakan pendekatan kualitatif dengan desain fenomenologi. Data diperoleh melalui wawancara semi-terstruktur dan dokumentasi yang melibatkan kepala sekolah dan guru yang berpartisipasi dalam pelaksanaan supervisi digital. Analisis data dilakukan menggunakan model interaktif Miles dan Huberman melalui tahap reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa pelaksanaan supervisi dilakukan melalui pemanfaatan video pembelajaran, WhatsApp, dan Google Form sehingga proses pengawasan menjadi lebih fleksibel, terdokumentasi, dan mendukung refleksi pembelajaran. Penerapan supervisi digital berkontribusi terhadap peningkatan kreativitas mengajar, profesionalisme guru, kemampuan adaptasi teknologi, serta keaktifan siswa dalam proses pembelajaran. Meskipun demikian, implementasinya masih menghadapi berbagai kendala, antara lain keterbatasan infrastruktur internet, rendahnya literasi digital guru, dan kesulitan adaptasi teknologi, terutama pada guru senior. Untuk mengatasi kendala tersebut, sekolah melakukan pelatihan teknologi, memperkuat kolaborasi antarguru, serta menyediakan fasilitas pendukung. Penelitian ini memberikan kontribusi teoretis bagi pengembangan konsep supervisi akademik berbasis digital serta kontribusi praktis sebagai rujukan bagi sekolah dalam mengembangkan sistem supervisi yang adaptif terhadap transformasi pendidikan di era digital.]]>
