<![CDATA[ABSTRACT The instructional quality of vocational high school teachers is a crucial aspect in responding to vocational learning demands that are adaptive to technological development, students’ needs, and the world of work. However, academic supervision in schools is still often perceived as an administrative activity rather than a professional development process that strengthens modern pedagogy. This study aims to describe the implementation of modern pedagogy-based academic supervision in strengthening teachers’ instructional quality at SMK KP 3 Majalaya, focusing on planning, implementation, evaluation, follow-up, and its supporting and inhibiting factors. This study employed a qualitative approach with a descriptive case study design. Data were collected through interviews, supervision process observation, classroom observation, documentation study, and field notes. The data were analyzed through data reduction, data display, and conclusion drawing. The findings show that academic supervision was implemented systematically through needs analysis, pre-observation, classroom observation, reflection, feedback, follow-up, and monitoring. The supervision process also began to integrate modern pedagogical principles, including student-centered learning, differentiated instruction, technology utilization, formative assessment, and teacher reflection. Academic supervision contributed to the improvement of teaching modules, instructional methods, learning media, assessment practices, and student engagement. The main challenges included uneven teacher understanding of supervision, administrative workload, the need for differentiated student worksheets, and the suboptimal use of technology. This study concludes that modern pedagogy-based academic supervision can serve as a professional development strategy for vocational high school teachers when supported by instructional leadership, a reflective culture, and continuous follow-up. ABSTRAK Kualitas instruksional guru SMK menjadi aspek penting dalam menjawab tuntutan pembelajaran vokasional yang adaptif terhadap perkembangan teknologi, kebutuhan peserta didik, dan dunia kerja. Namun, supervisi akademik di sekolah masih sering dipahami sebagai kegiatan administratif, bukan sebagai proses pembinaan profesional yang mampu memperkuat pedagogik modern. Penelitian ini bertujuan mendeskripsikan implementasi supervisi akademik berbasis pedagogik modern dalam penguatan kualitas instruksional guru di SMK KP 3 Majalaya, dengan fokus pada perencanaan, pelaksanaan, evaluasi, tindak lanjut, serta faktor pendukung dan penghambatnya. Penelitian ini menggunakan pendekatan kualitatif dengan desain studi kasus deskriptif. Data dikumpulkan melalui wawancara, observasi proses supervisi, observasi pembelajaran, studi dokumentasi, dan catatan lapangan. Analisis data dilakukan melalui reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa supervisi akademik berbasis pedagogik modern dilaksanakan secara sistematis melalui analisis kebutuhan, pra-observasi, observasi pembelajaran, refleksi, umpan balik, tindak lanjut, dan monitoring. Supervisi juga mulai mengintegrasikan prinsip pedagogik modern, seperti pembelajaran berpusat pada peserta didik, diferensiasi, pemanfaatan teknologi, asesmen formatif, dan refleksi guru. Supervisi berkontribusi terhadap perbaikan modul ajar, metode pembelajaran, media, asesmen, dan keterlibatan peserta didik. Kendala utama meliputi pemahaman guru yang belum merata, beban administrasi, kebutuhan LKPD diferensiasi, dan pemanfaatan teknologi yang belum optimal. Penelitian ini menyimpulkan bahwa supervisi akademik berbasis pedagogik modern dapat menjadi strategi pembinaan profesional guru SMK apabila didukung oleh kepemimpinan instruksional, budaya reflektif, dan tindak lanjut berkelanjutan.]]>
