<![CDATA[Academic supervision has become an essential component in efforts to enhance teacher competence; however, it has not yet fully fostered critical reflection, professional collaboration, and sustainable professional development among teachers. This study aims to design, validate, and test the effectiveness of a collaborative academic supervision model through a learning community integrated with a web portal to improve teacher competence. This research employed a research and development (R&D) design based on the Sugiyono R&D model, which consists of ten stages. Product validation was conducted by two supervision experts and one information technology expert. The research subjects comprised five school principals and ten teachers. Data were collected through interviews, observation sheets, and questionnaires, with questionnaires serving as the primary data collection instrument. Data analysis involved qualitative and quantitative descriptive analyses, complemented by a paired-sample t-test. The results showed that the SAKO KOMBEL model met the valid criteria based on expert assessments and received positive responses from users. In addition, the implementation of this model proved effective in improving teacher competency through strengthening collaboration, professional reflection, and the use of digital technology in the academic supervision process. This study concludes that a collaborative academic supervision model through a learning community integrated with a web portal is a valid and effective model for improving teacher competency. The implications of this study suggest that integrating learning communities and digital technology in academic supervision can be an alternative strategy for sustainable and adaptive teacher professional development to meet the needs of second-century education.]]>
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