<![CDATA[ General Background: Academic supervision supports teacher development and learning quality in Islamic education, while mastery learning emphasizes students’ attainment of targeted competencies. Specific Background: At TPQ Pagi Roudlotut Tholibin, Pasuruan Regency, mastery learning is practiced in Qur’anic education, but academic supervision has not been formally implemented. Knowledge Gap: The integration of academic supervision and mastery learning in Qur’anic education remains limited. Aims: This study explores academic supervision implementation, mastery learning practices, supervision constraints, and their integration. Results: Using an exploratory qualitative case study, data were collected through interviews, participatory observation, and documentation. Findings show that supervision remains informal and undocumented, while mastery learning is supported through ability-based grouping, repetition, additional guidance, talaqqi, sima’an, and continuous evaluation. Novelty: The study develops an adaptive clinical academic supervision framework based on mastery learning. Implications: Structured planning, observation, feedback, evaluation, remedial activities, and enrichment are recommended. Key Findings Highlights Supervision practices remain informal, collaborative, and insufficiently documented. Learners receive repetition and additional guidance according to reading competencies. A cyclical clinical framework connects observation, reflection, evaluation, and follow-up. Keywords : Academic Supervision, Mastery Learning, Qur’anic Education, Clinical Supervision, TPQ]]>
