<![CDATA[Improving the quality of learning in schools is increasingly urgent amid globalization and regional autonomy. Principal academic supervision and teachers’ pedagogical competence are both considered important for student learning achievement, yet few studies have examined them together for Islamic Religious Education (Pendidikan Agama Islam, PAI) at the senior high school level. This study examines the associations of principal academic supervision and PAI teachers’ pedagogical competence with student learning achievement at SMAN 3 Kuningan, West Java. A quantitative, cross-sectional correlational survey design was used, with proportional random sampling of 280 students from a population of 920 across 27 classes. Data were collected through questionnaires, interviews, observation, and documentation, and were analyzed using simple and multiple linear regression. Principal academic supervision was significantly and positively associated with student learning achievement, accounting for 26.01% of the variance. PAI teachers’ pedagogical competence showed a stronger association, accounting for 80.28% of the variance. Together, the two variables accounted for 67.73% of the variance. Because the design is cross-sectional and mediation was not tested, the findings indicate associations rather than causal effects. They nevertheless underscore the value of sustained principal supervision and continuous development of PAI teachers’ pedagogical competence for improving student outcomes.]]>
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