Role of Supervision Academic in Increase Competence Teacher Pedagogy in the Implementation Era Merdeka Curriculum

Abstract

This study aims to analyze the role of academic supervision in improving teachers' pedagogical competence during the implementation of the Merdeka Curriculum. Using a qualitative approach with a case study design, the study was conducted at SMP Negeri 2 Cirebon City and involved the principal, supervisor, and five core subject teachers. Data collection techniques included in-depth interviews, participant observation , questionnaires, and documentation studies. The results showed that collaborative, reflective, and coaching- based academic supervision contributed significantly to improving teachers' pedagogical competence , particularly in aspects of lesson planning, differentiated learning , formative assessment , and teaching reflection. The data showed an average increase in teacher competency scores of 20–30 points after supervision implementation. Humanistic and contextual supervision can shift the paradigm of teachers from mere curriculum implementers to adaptive learning facilitators. This study emphasizes the importance of repositioning the supervision function from administrative control to a continuous professional mentoring process. These findings provide important implications for principals, supervisors, and policymakers in designing supervision strategies relevant to the demands of the Merdeka Curriculum.