<![CDATA[The implementation of the Independent Curriculum requires elementary school teachers to construct contextual teaching modules and authentic assessments independently. However, initial evaluations in target areas indicated high administrative dependency, characterized by copy-paste lesson materials and non-authentic testing habits. This study evaluated the implementation of a Combinative Clinical Supervision strategy, integrating institutional workshop forums and personalized reflective coaching sessions conducted by a school inspector to improve instructional quality. Using a descriptive-evaluative approach, data were gathered from 182 elementary teachers across 23 schools in Sambong District, Blora Regency. The instruments included documentation analysis of teaching modules, classroom observation metrics, and post-observation coaching records. The evaluation results demonstrated significant improvements. Initial data showed only 21.9% of teachers possessed original, highly tailored teaching modules, which significantly escalated to 86.2% post-supervision. Furthermore, the adoption of diversified authentic assessments expanded from 15.3% to 81.3% of the teaching workforce. The integration of structured workshops minimized shared administrative errors, while individualized peer-reflective coaching effectively sustained teacher intrinsic motivation to execute classroom innovations. This study proves that combinative clinical supervision serves as an accountable mechanism to eradicate plagiarism and scale up authentic instruction in primary education.]]>
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