<![CDATA[This study examines how academic guidance is implemented to support the Merdeka Curriculum in elementary education, focusing on program coherence, techniques, barriers, and the integration of digital tools. Using a descriptive qualitative methodology, this study collected data through interviews, observations, and documentation from 12 educators in West Java, selected through purposive sampling, and then analyzed the information using thematic analysis. The findings indicate a transformation in the guidance model from one that was originally administrative and inspection-oriented to a more reflective and collaborative approach aimed at enhancing teachers’ professional growth. Although classroom observations are still commonly conducted, they are influenced by teachers’ concerns and occur infrequently. The main challenges identified include time constraints and the administrative responsibilities of school leaders. The transition to digital supervision through platforms such as Ruang GTK, e-Kinerja, and PMM has begun, but its implementation has been inconsistent due to disparities in digital skills and infrastructure. This study concludes that academic supervision is crucial for effective curriculum implementation but requires the development of supervisors’ capabilities, better technology integration, and a supervision framework aligned with teachers’ continuous professional development.]]>
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