<![CDATA[This study aims to analyze the influence of school supervisor assistance, the utilization of artificial intelligence, and teacher creativity on the competence of social studies teachers in developing multimodal texts. The background of this research lies in the importance of multimodal literacy in twenty-first century learning, which requires teachers to integrate text, visuals, audio, and interactive media in creative ways. The study employed a quantitative approach with a survey method involving elementary school social studies teachers from several regions. The research instrument was validated through validity and reliability tests, and the data were analyzed using descriptive statistics and multiple linear regression. The findings revealed that the three independent variables simultaneously had a significant effect on teacher competence with a contribution of 67.8 percent. Partially, school supervisor assistance contributed 29.7 percent, the utilization of artificial intelligence contributed 25.6 percent, and teacher creativity emerged as the dominant factor with a contribution of 32.4 percent. These findings indicate that teacher competence in developing multimodal texts is the result of a synergy between supervisory support, technological utilization, and creative ability. The study concludes that professional development programs should be integrated by combining sustainable supervisory mentoring, training on artificial intelligence-based educational technology, and the strengthening of teacher creativity. The results are expected to provide theoretical contributions to the study of multimodal literacy and practical contributions to improving the quality of social studies learning in the digital era. ABSTRAK Penelitian ini bertujuan untuk menganalisis pengaruh pendampingan pengawas sekolah, pemanfaatan kecerdasan buatan, dan kreativitas guru terhadap kompetensi guru IPS dalam menyusun teks multimodal. Latar belakang penelitian ini berangkat dari pentingnya literasi multimodal dalam pembelajaran abad 21 yang menuntut guru mampu mengintegrasikan teks, visual, audio, dan media interaktif secara kreatif. Penelitian menggunakan pendekatan kuantitatif dengan metode survei pada guru IPS sekolah dasar di beberapa wilayah. Instrumen penelitian divalidasi melalui uji validitas dan reliabilitas, kemudian data dianalisis dengan statistik deskriptif dan regresi linear berganda. Hasil penelitian menunjukkan bahwa ketiga variabel bebas berpengaruh signifikan secara simultan terhadap kompetensi guru dengan kontribusi sebesar 67,8 persen. Secara parsial, pendampingan pengawas memberikan pengaruh positif sebesar 29,7 persen, pemanfaatan kecerdasan buatan sebesar 25,6 persen, dan kreativitas guru sebagai faktor dominan dengan kontribusi 32,4 persen. Temuan ini mengindikasikan bahwa kompetensi guru dalam menyusun teks multimodal merupakan hasil sinergi antara dukungan supervisi, pemanfaatan teknologi, dan kemampuan kreatif guru. Kesimpulan penelitian menegaskan perlunya program pengembangan profesional yang terintegrasi, meliputi pendampingan berkelanjutan, pelatihan teknologi pendidikan berbasis kecerdasan buatan, serta penguatan kreativitas guru. Hasil penelitian diharapkan dapat memberikan kontribusi teoritis bagi kajian literasi multimodal dan kontribusi praktis bagi peningkatan kualitas pembelajaran IPS di era digital.]]>
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