<![CDATA[Abstrak: Supervisi pembelajaran diharapkan menjadi penggerak siklus PPEPP dalam Sistem Penjaminan Mutu Internal (SPMI), tetapi praktiknya cenderung berhenti pada pemenuhan administratif. Penelitian ini bertujuan memetakan pelaksanaan supervisi pembelajaran, kesiapan SPMI, dan kebutuhan pendampingan pada sekolah dasar negeri di Kecamatan Dampit, Kabupaten Malang, sebagai dasar perancangan program pembinaan. Penelitian menggunakan desain metode campuran konvergen dengan 56 responden (9 kepala sekolah dan 47 guru) yang dijaring secara sukarela melalui pengawas sekolah. Data kuantitatif berasal dari butir tertutup angket dan dianalisis secara deskriptif serta dengan uji nonparametrik eksploratif, sedangkan data kualitatif berasal dari tujuh pertanyaan terbuka pada angket yang sama dan dianalisis secara tematik. Pelaksanaan supervisi dipersepsikan berada pada kategori baik, baik oleh kepala sekolah (M = 2.99) maupun guru (M = 3.23). Kesiapan SPMI bersifat parsial, dimana tahap pelaksanaan telah berjalan, namun tahap evaluasi terendah pada kepemilikan dokumen SPMI (M=2.56) dan keterhubungan supervisi dengan siklus PPEPP (M=2.67). Kebutuhan yang paling banyak disuarakan bersifat kualitatif, yaitu pergeseran dan pemeriksaan administratif menuju kemitraan pedagogis yang aman, spesifik, dan bertindak lanjut. Butir kebutuhan pendampingan yang lebih intensif justru memperoleh skor terendah di antara seluruh butir guru (M=3.06). Temuan ini mengindikasikan bahwa persoalan lebih mungkin terletak pada mutu interaksi daripada frekuensi supervisi, dengan catatan 42,6% guru memberikan pola jawaban seragam dan seluruh data berupa laporan diri. Verifikasi dokumen dan pengukuran ulang pascapendampingan diperlukan sebelum model supervisi berbasis coaching dirancang. Abstract: Instructional supervision is expected to act as a driver for the PPEPP cycle within the Internal Quality Assurance System (SPMI), yet its practice tends to stop at administrative compliance. This study aims to map the implementation of instructional supervision, SPMI readiness, and assistance needs in public elementary schools in Dampit Subdistrict, Malang Regency, as a basis for designing a coaching program. The study employed a convergent mixed-methods design with 56 respondents (9 principals and 47 teachers) voluntarily recruited through school supervisors. Quantitative data were derived from closed questionnaire items and analyzed descriptively as well as using exploratory nonparametric tests, while qualitative data came from seven open-ended questions in the same questionnaire and were analyzed thematically. The implementation of supervision was perceived to be in the good category by both principals (M = 2.99) and teachers (M = 3.23). SPMI readiness is partial, where the implementation stage has been running, whereas the lowest scores for principals lie in the possession of SPMI documents (M = 2.56) and the connection between supervision and the PPEPP cycle (M = 2.67). The most vocalized needs are qualitative in nature, namely a shift from administrative checking toward safe, specific, and actionable pedagogical partnerships. Conversely, the item for more intensive assistance needs obtained the lowest score among all teacher items (M = 3.06). These findings indicate that the issue likely lies in the quality of interaction rather than the frequency of supervision, with the caveat that 42.6% of teachers exhibited uniform response patterns and all data were self-reported. Document verification and post-assistance re-measurement are necessary before a coaching-based supervision model is designed.]]>
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