<![CDATA[This study aims to describe the implementation of academic supervision at SD Negeri Truko 02, Bringin District. The focus of the study includes: 1) the objectives of implementing academic supervision; 2) the principles of academic supervision with a coaching paradigm; 3) stages of implementing academic supervision; 4) supporting and inhibiting factors of academic supervision; and 5) efforts to overcome obstacles to academic supervision. This study is a qualitative study, the subjects of the study were the principal and teachers of SD Negeri Truko 02. Data were obtained through interviews, observations, and document analysis. In this study, the data analysis technique was inductive analysis. Data were analyzed through the following steps: data reduction, data presentation, and drawing conclusions. The results of the study: showed that: 1) the principal did not fully understand the meaning of the objectives of implementing academic supervision in schools; 2) the principles of partnership and continuity have not been implemented optimally; 3) Academic supervision is carried out in three stages, namely planning, supervision implementation, and follow-up. The cycle in clinical supervision includes 3 stages, namely Pre-observation, Observation and Post-observation; 4) Supporters of academic supervision are the existence of a supervision schedule, the willingness of teachers to be supervised, well-done teacher administration, and good collaboration between teachers. Factors inhibiting academic supervision are teachers who feel burdened when supervised, supervision schedules that sometimes clash, incomplete teacher administration, some teachers are not confident, teachers have the wrong perception, the principal's knowledge and understanding of academic supervision is not optimal, and time constraints; 5) to overcome these obstacles, the following are carried out: providing an understanding that academic supervision is a teacher's need, arranging an effective supervision schedule, utilizing free time to discuss teacher weaknesses in teaching.]]>
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