<![CDATA[This study aims to analyze the implementation of collaborative academic supervision in enhancing the quality of instruction at SMP Negeri 1 Lasem, Rembang Regency. The study employs a qualitative approach with a descriptive design. The research subjects—comprising the principal, the vice-principal for curriculum affairs, and subject teachers—were selected using purposive sampling. Data collection involved in-depth interviews, observation, and document analysis. Data analysis utilized the interactive model developed by Miles, Huberman, and Saldaña, encompassing data condensation, data display, and conclusion drawing/verification. Data validity was ensured through triangulation of sources and techniques. The findings indicate that implementing collaborative academic supervision proceeds through three main stages: planning, execution, and evaluation/follow-up. During the planning stage, the supervision process is designed participatively, involving the principal, vice-principal, process standards team, and teachers in setting objectives, formulating programs, establishing schedules, and developing supervision instruments. In the execution stage, supervision is conducted through pre-observation, classroom observation, and post-observation phases, utilizing a dialogic and reflective approach. The supervisor acts as a professional partner, providing support, guidance, and constructive feedback to teachers. At the evaluation and follow-up stage, supervision results serve as a basis for reflection, instructional improvement, professional development via the Subject Teacher Forum (MGMP), and ongoing monitoring by the principal. Implementing collaborative academic supervision has proven effective in enhancing teachers' professional competence, strengthening a reflective culture, and improving instructional quality at SMP Negeri 1 Lasem.]]>
