<![CDATA[This study aims to analyze academic supervision strategies based on Direct Assistance to Teacher (DTA) in achieving effective learning. This study used the Systematic Literature Review (SLR) method, reviewing various relevant scientific literature related to academic supervision, teacher mentoring, and learning effectiveness. Data were analyzed using thematic analysis to identify implementation patterns, supporting and inhibiting factors, and the impact of the Direct Assistance to Teacher approach on improving learning quality. The results indicate that Direct Assistance to Teacher (DTA)-based academic supervision is implemented through learning observations, direct mentoring, feedback, and teacher reflection. This approach has been proven to improve teacher competence and learning effectiveness because it is contextual, collaborative, and oriented towards improving teaching practices. However, its implementation still faces obstacles such as time constraints, administrative burdens, and a supervision paradigm that is still evaluative. Thus, the Direct Assistance to Teacher approach has great potential to improve learning quality if implemented consistently and sustainably.]]>
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