<![CDATA[Teacher professionalism is an important factor in supporting the quality of the learning process, requiring systematic and continuous professional development. Academic supervision conducted by school principals is an important strategy for providing guidance, feedback, and professional development based on teachers’ needs. This study aims to examine the implementation of academic supervision by the school principal and identify the supporting and inhibiting factors in supporting teacher professional development at SMK Al-Farabi. This study employed a descriptive qualitative approach with a case study design. The research subjects consisted of the school principal and five teachers selected through purposive sampling. Data were collected through observation, interviews, and documentation, and analyzed through data condensation, data display, and conclusion drawing. Data validity was ensured through source and technique triangulation. The findings indicate that academic supervision at SMK Al-Farabi was implemented through four stages: planning, implementation, evaluation, and follow-up. The planning stage involved evaluating previous supervision programs, developing supervision programs and schedules, and preparing supervision instruments. The implementation stage consisted of pre-observation, classroom observation, and post-observation involving feedback. The evaluation stage involved analyzing supervision results as a basis for determining follow-up activities, including individual guidance, Subject Teacher Forums (MGMP), workshops, training, and seminars according to teachers’ needs. Supporting factors included effective communication and collaboration between the principal and teachers, teachers’ openness to professional guidance, and adequate facilities and infrastructure. Meanwhile, the inhibiting factors included the principal’s limited time, the need to adjust supervision schedules to school activities, and anxiety experienced by some teachers during supervision. The study concludes that academic supervision implemented in a planned, collaborative, and continuous manner can support teacher professional development through guidance and follow-up activities tailored to teachers’ needs. ABSTRAK Profesionalisme guru merupakan salah satu faktor penting dalam mendukung kualitas proses pembelajaran, sehingga diperlukan pembinaan yang dilakukan secara sistematis dan berkelanjutan. Supervisi akademik kepala sekolah menjadi salah satu strategi penting untuk memberikan pendampingan, umpan balik, dan pembinaan kepada guru sesuai dengan kebutuhan pengembangan kompetensinya. Penelitian ini bertujuan untuk mengetahui implementasi supervisi akademik kepala sekolah serta faktor pendukung dan penghambatnya dalam mendukung pengembangan profesionalisme guru di SMK Al-Farabi. Penelitian ini menggunakan pendekatan deskriptif kualitatif dengan desain studi kasus. Subjek penelitian terdiri atas kepala sekolah dan lima orang guru yang dipilih melalui purposive sampling. Data dikumpulkan melalui observasi, wawancara, dan dokumentasi, kemudian dianalisis melalui tahapan kondensasi data, penyajian data, dan penarikan kesimpulan dengan keabsahan data melalui triangulasi sumber dan teknik. Hasil penelitian menunjukkan bahwa implementasi supervisi akademik dilaksanakan melalui tahapan perencanaan, pelaksanaan, evaluasi, dan tindak lanjut. Perencanaan dilakukan melalui evaluasi program sebelumnya, penyusunan program dan jadwal supervisi, serta penyiapan instrumen. Pelaksanaan meliputi pra-observasi, observasi pembelajaran di kelas, dan pasca-observasi berupa pemberian umpan balik. Evaluasi dilakukan dengan menganalisis hasil supervisi sebagai dasar penentuan tindak lanjut berupa pembinaan, MGMP, workshop, pelatihan, dan seminar sesuai kebutuhan guru. Faktor pendukung meliputi komunikasi dan kerja sama yang baik antara kepala sekolah dan guru, keterbukaan guru terhadap pembinaan, serta ketersediaan sarana dan prasarana. Adapun faktor penghambat meliputi keterbatasan waktu kepala sekolah, penyesuaian jadwal dengan agenda sekolah, dan rasa tegang sebagian guru ketika mengikuti supervisi. Penelitian ini menyimpulkan bahwa supervisi akademik yang dilaksanakan secara terencana, kolaboratif, dan berkelanjutan dapat mendukung pengembangan profesionalisme guru melalui proses pembinaan dan tindak lanjut yang disesuaikan dengan kebutuhan guru.]]>
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