<![CDATA[The importance of developing collaborative inquiry-based academic supervision to improve the implementation of deep learning serves as the rationale for this study. This study aims to analyze the need for developing collaborative inquiry-based academic supervision to improve the implementation of deep learning. A survey method was used, employing a quantitative descriptive approach. The study was conducted at six vocational high schools (SMK) under the XII Regional Education Office of Central Java Province. Respondents were selected through random sampling, consisting of six school principals and 18 teachers distributed across the six schools. Data were collected using a five-point Likert-scale questionnaire covering five aspects: academic supervision, collaborative inquiry practices, the implementation of deep learning, support from school leadership, and the need for academic supervision development. The results of the analysis indicate that the implementation of academic supervision, collaborative inquiry practices, deep learning, and principal leadership support falls into the “good” category, with high percentages. This study reveals a need to develop academic supervision based on collaborative inquiry to enhance the implementation of deep learning in vocational high schools. These findings indicate that there is a need for a systematic, collaborative, and reflective model of academic supervision, even though academic supervision has been implemented in schools. The research results also serve as an empirical foundation for the development of collaborative inquiry-based academic supervision tailored to the specific needs of schools.]]>
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