<![CDATA[Abstract: This study aimed to analyze the effect of academic supervision and teachers’ work motivation on the quality of learning in Sekolah Dasar Penggerak in Rembang Regency. The study employed a quantitative approach with a survey design. The population consisted of 107 teachers from six Sekolah Dasar Penggerak, selected using a total sampling technique. Data were collected through a closed-ended questionnaire using a five-point Likert scale and analyzed using simple linear regression and multiple linear regression after meeting the prerequisite assumption tests. The results indicated that academic supervision had a positive and significant effect on learning quality (β = 0.412; t = 6.149; p < 0.05). Teachers’ work motivation also had a positive and significant effect on learning quality (β = 0.563; t = 7.602; p < 0.05). Simultaneously, academic supervision and teachers’ work motivation significantly influenced learning quality (F = 141.328; p < 0.05) with an Adjusted R² value of 0.726, indicating that both variables contributed 72.6% to the variance in learning quality. These findings confirm that improving learning quality requires the integration of effective principal academic supervision and strengthened teachers’ work motivation to support learning transformation in Sekolah Dasar Penggerak Keywords: academic supervision, teachers’ work motivation, learning quality Abstrak: Penelitian ini bertujuan untuk menganalisis pengaruh supervisi akademik dan motivasi kerja guru terhadap kualitas pembelajaran di Sekolah Dasar Penggerak Kabupaten Rembang. Penelitian ini menggunakan pendekatan kuantitatif dengan desain survei. Populasi penelitian berjumlah 107 guru dari enam Sekolah Dasar Penggerak dengan teknik total sampling. Data dikumpulkan melalui angket tertutup skala Likert lima tingkat dan dianalisis menggunakan regresi linear sederhana serta regresi linear berganda setelah memenuhi uji prasyarat analisis. Hasil penelitian menunjukkan bahwa supervisi akademik berpengaruh positif dan signifikan terhadap kualitas pembelajaran (β = 0,412; t = 6,149; p < 0,05). Motivasi kerja guru juga berpengaruh positif dan signifikan terhadap kualitas pembelajaran (β = 0,563; t = 7,602; p < 0,05). Secara simultan, supervisi akademik dan motivasi kerja guru berpengaruh signifikan terhadap kualitas pembelajaran (F = 141,328; p < 0,05) dengan nilai Adjusted R² sebesar 0,726, yang menunjukkan bahwa kedua variabel memberikan kontribusi sebesar 72,6% terhadap variasi kualitas pembelajaran. Temuan ini menegaskan bahwa peningkatan mutu pembelajaran memerlukan integrasi antara efektivitas supervisi kepala sekolah dan penguatan motivasi kerja guru dalam mendukung transformasi pembelajaran di Sekolah Dasar Penggerak. Kata kunci: supervisi akademik, motivasi kerja guru, kualitas pembelajaran]]>
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