<![CDATA[This study aims to analyze the implementation of academic supervision in improving the quality of deep learning in senior high schools located in remote areas. A qualitative approach with a multisite case study design was employed at SMAN 1 Marau and SMAN 1 Sungai Melayu Rayak. Informants included principals, vice principals for curriculum affairs, and teachers of Informatics, Sociology, and Religious Education. Data were collected through in-depth interviews, classroom observations, document analysis, and field notes, then analyzed through data condensation, display, and conclusion drawing. Data trustworthiness was established through source, technique, and time triangulation. The findings indicate that collaborative academic supervision, evidence-based observation, and reflective coaching encouraged changes in teachers’ instructional practices. The most evident change was a shift from surface learning toward deep learning characterized by mindful, meaningful, and joyful learning. Changes included triggering questions, local contextualization, increased student participation, formative assessment, and learning reflection. However, implementation remained uneven across teachers and subjects.]]>
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