<![CDATA[This study aims to analyze the effectiveness of educational supervision and evaluation instruments in improving the quality of learning in elementary schools. Systematic and planned academic supervision is the main key in boosting the quality of learning, but its implementation is highly dependent on the availability of appropriate, valid, reliable, objective, and practical instruments. This study uses a qualitative approach with literature study methods and document analysis. Data were collected from various primary and secondary sources relevant to the focus of the research, then analyzed in a descriptive-qualitative manner. The results of the study show that effective supervision instruments must cover three main domains, namely lesson planning (RPP), the implementation of learning in the classroom, and learning support aspects. The learning planning supervision instrument functions to assess the completeness and quality of the lesson plan components before learning is implemented. The learning implementation supervision instrument is used to directly observe the teacher's performance in the classroom, while the learning support supervision instrument evaluates classroom management, the use of learning resources, as well as the administrative and assessment system carried out by teachers. The three instruments are interrelated and form a complete unit in assessing the quality of teacher performance. This study concludes that educational supervision and evaluation instruments that are systematically prepared based on a comprehensive grid have proven to be effective in improving the quality of learning in elementary schools, provided that they are used objectively and the results are used as a basis for constructive feedback and sustainable professional development programs.]]>
