<![CDATA[Abstract Learning supervision is an essential effort to enhance teacher professionalism so that the teaching and learning process can run effectively and with quality. This study aims to analyze the implementation of learning supervision at MTsN 3 Padang Pariaman, which includes the stages of planning, implementation, and evaluation This research employed a qualitative approach with a descriptive method. Data were collected through observation and interviews with the principal and teachers, then analyzed through three stages: data reduction, data presentation, and conclusion drawing. Data validity was ensured through source triangulation. The results reveal that the supervision process begins with the establishment of a supervision team and the collection of teachers’ lesson plans to determine the supervision schedule. The implementation was carried out through classroom visits, where the principal observed teaching activities using predetermined supervision instruments. Evaluation was conducted by providing feedback in the form of reinforcement for teachers’ strengths and guidance to improve weaknesses. The main obstacle was the principal’s limited time, which was addressed by involving a supervision team. This study confirms that learning supervision plays a crucial role in improving teacher professionalism, although it requires collaborative strategies to ensure more equitable and effective implementation. Abstrak Supervisi pembelajaran merupakan salah satu upaya penting dalam meningkatkan profesionalisme guru agar proses belajar mengajar berjalan efektif dan berkualitas. Penelitian ini bertujuan untuk menganalisis pelaksanaan supervisi pembelajaran di MTsN 3 Padang Pariaman, yang mencakup tahap perencanaan, pelaksanaan, dan evaluasi. Penelitian ini menggunakan pendekatan kualitatif dengan metode deskriptif. Data dikumpulkan melalui observasi dan wawancara dengan kepala madrasah serta guru, kemudian dianalisis menggunakan tiga tahap yaitu reduksi, penyajian, dan penarikan kesimpulan. Keabsahan data diperoleh melalui teknik triangulasi sumber. Hasil penelitian menunjukkan bahwa supervisi pembelajaran diawali dengan pembentukan tim supervisi dan pengumpulan RPP guru untuk menyusun jadwal supervisi. Pelaksanaan supervisi dilakukan melalui kunjungan kelas, di mana kepala madrasah mengamati kegiatan mengajar guru berdasarkan instrumen supervisi yang telah ditentukan. Evaluasi dilaksanakan dengan memberikan umpan balik berupa penguatan terhadap kelebihan guru serta arahan untuk memperbaiki kekurangan. Kendala utama supervisi adalah keterbatasan waktu kepala madrasah, yang diatasi dengan melibatkan tim supervisi. Penelitian ini menegaskan bahwa supervisi pembelajaran berperan penting dalam meningkatkan profesionalisme guru, meskipun memerlukan strategi kolaboratif agar pelaksanaannya lebih merata dan efektif.]]>
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