<![CDATA[ABSTRACT Low literacy and numeracy achievement, along with disparities in learning quality across elementary schools, highlight the need for effective management of the Kampus Mengajar Program to improve educational quality. This study aimed to analyze the management of the Kampus Mengajar Program implementation in public elementary schools in Mataram City, focusing on planning, implementation, and supervision. A qualitative approach with a case study design was employed. The participants consisted of principals, mentor teachers, Kampus Mengajar students, and school administrative staff selected through purposive sampling. Data were collected through observations, in-depth interviews, and document analysis, then analyzed using the interactive model of Miles and Huberman with source and technique triangulation to ensure data credibility. The findings indicate that planning was conducted through school observations, coordination, and needs assessment, enabling programs to align with school conditions. Implementation strengthened literacy, numeracy, technology adaptation, school administration, and the Projek Penguatan Profil Pelajar Pancasila (P5), while improving students' learning motivation. Continuous supervision through monitoring, evaluation, and periodic reporting ensured program effectiveness. Despite limitations in facilities and coordination, the Kampus Mengajar Program made a significant contribution to improving the quality of learning in elementary schools. ABSTRAK Rendahnya capaian literasi dan numerasi serta kesenjangan kualitas pembelajaran di sekolah dasar menunjukkan perlunya pengelolaan Program Kampus Mengajar yang efektif agar mampu mendukung peningkatan mutu pendidikan. Penelitian ini bertujuan menganalisis manajemen pelaksanaan Program Kampus Mengajar di SD Negeri Kota Mataram yang meliputi aspek perencanaan, pelaksanaan, dan pengawasan. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus. Informan terdiri atas kepala sekolah, guru pamong, mahasiswa peserta Program Kampus Mengajar, dan tenaga administrasi sekolah yang dipilih secara purposive. Data dikumpulkan melalui observasi, wawancara mendalam, dan dokumentasi, kemudian dianalisis menggunakan model interaktif Miles dan Huberman dengan triangulasi sumber serta teknik. Hasil penelitian menunjukkan bahwa perencanaan dilakukan melalui observasi, koordinasi, dan analisis kebutuhan sekolah sehingga program sesuai dengan kondisi lapangan. Pelaksanaan program berkontribusi terhadap penguatan literasi, numerasi, adaptasi teknologi, administrasi sekolah, dan Projek Penguatan Profil Pelajar Pancasila (P5), serta meningkatkan motivasi belajar siswa. Pengawasan melalui monitoring, evaluasi, dan pelaporan berkala mendukung ketercapaian tujuan program. Meskipun terdapat kendala fasilitas dan koordinasi, Program Kampus Mengajar terbukti memberikan kontribusi nyata dalam meningkatkan kualitas pembelajaran di sekolah dasar.]]>
