<![CDATA[ABSTRACT The quality of learning in primary schools develops through a professional development process that enables teachers to review their teaching practices and make continuous improvements. At SDN 10 Gunung Agung, Tulang Bawang Barat Regency, Lampung, supervision has been implemented, but its implementation still needs to be directed so that its developmental function does not stop at administrative inspection. This study examines the implementation of clinical supervision by the school principal in supporting the improvement of learning quality by examining the planning process, implementation, follow-up, and supporting and inhibiting conditions. The study employed a descriptive qualitative approach with a case study design. Informants were selected purposively, consisting of one school principal, six teachers, one school supervisor, and students as supporting informants. Data were collected through observation, semi-structured interviews, documentation, and teacher perception questionnaires, and were then analyzed using the interactive model of Miles, Huberman, and Saldaña. Data validity was established through triangulation, member checking, and audit trail. The findings indicate that clinical supervision functions as a professional development process connecting planning, classroom observation, reflection, feedback, and follow-up. This process supports improvements in teacher readiness, classroom management, teaching strategies, and student engagement, although its continuity remains affected by time constraints, administrative workload, and limited facilities. ABSTRAK Mutu pembelajaran di sekolah dasar berkembang melalui proses pembinaan yang memungkinkan guru menelaah kembali praktik mengajarnya dan melakukan perbaikan secara berkelanjutan. Di SDN 10 Gunung Agung, Kabupaten Tulang Bawang Barat, Lampung, supervisi telah berjalan, tetapi pelaksanaannya masih perlu diarahkan agar fungsi pembinaan tidak berhenti pada pemeriksaan administratif. Penelitian ini menelaah implementasi supervisi klinis kepala sekolah dalam mendukung peningkatan mutu pembelajaran dengan mencermati proses perencanaan, pelaksanaan, tindak lanjut, serta kondisi yang mendukung dan menghambatnya. Penelitian menggunakan pendekatan kualitatif deskriptif dengan desain studi kasus. Informan dipilih secara purposive, meliputi satu kepala sekolah, enam guru, satu pengawas sekolah, serta siswa sebagai informan pendukung. Data dikumpulkan melalui observasi, wawancara semi-terstruktur, dokumentasi, dan angket persepsi guru, kemudian dianalisis menggunakan model interaktif Miles, Huberman, dan Saldaña. Keabsahan data diperiksa melalui triangulasi, member checking, dan audit trail. Temuan memperlihatkan bahwa supervisi klinis berlangsung sebagai proses pembinaan yang menghubungkan perencanaan, pengamatan pembelajaran, refleksi, umpan balik, dan tindak lanjut. Proses tersebut mendukung perbaikan kesiapan guru, pengelolaan kelas, strategi pembelajaran, dan keterlibatan peserta didik, meskipun keberlangsungannya masih dipengaruhi keterbatasan waktu, beban administratif, dan sarana.]]>
