<![CDATA[Learning supervision is one of the important strategies in improving teacher professionalism and the quality of learning in schools. This study aims to analyze the implementation of learning supervision techniques at MI Terpadu Cintaraja which includes supervision cycles, classroom observations, and professional feedback to teachers. The research uses a qualitative approach with a case study design. Data is collected through interviews, observations, and documentation, then data is analyzed by data condensation, data presentation, and conclusion drawn. The results of the study show that learning supervision has been carried out in a planned manner through planning, observation, evaluation, and follow-up stages that are integrated into the school program. Classroom observation is carried out directly by the principal using the supervision instruments that have been prepared, while professional feedback is provided through the submission of supervision results and evaluation meetings with teachers. However, individual reflection and follow-up oriented to teacher professional development are still not optimal. This study concludes that learning supervision at MI Terpadu Cintaraja has been carried out systematically, but there is still a gap between the ideal concept of reflective cycle-based supervision and its implementation in the field. Therefore, it is necessary to strengthen the aspects of reflection and follow-up so that supervision can be more effective in improving teacher competence and the quality of learning in a sustainable manner]]>
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