MGMP-BASED ACADEMIC SUPERVISION MODEL FOR PRINCIPALS

Teachers are expected to always be ready to accept criticism or suggestions given by supervisors in order to improve the quality of learning. In addition, teachers also need to receive suggestions from students and suggestions or input from peers to fix or complement the shortcomings that exist in their diir. Teachers must also have certification or professionalization awards and are also ready to be supervised when they are learning, anywhere, anytime and by anyone. Therefore, synergy between teachers, students, peers, and supervisors is very necessary. This research uses a qualitative method with a descriptive case study approach. The case study approach was chosen because it allows researchers to intensively and in-depth examine a unique and contextual phenomenon, namely the academic supervision model applied by the principal by involving MGMP (Subject Teacher Deliberation).

The results of the study show that the implementation of academic supervision by school principals is generally still administrative and does not touch the professional development aspect of teachers. Most school principals do not have a mature supervision plan and have not actively involved teachers in the supervision process. The MGMP-based supervision model developed in this study emphasizes collaboration between principals and teachers through the MGMP forum, so that supervision is not only the obligation of the principal, but also the needs and requests of teachers. This model has been proven to be able to increase teachers' openness in conveying learning problems and improve their pedagogic and professional competence. The MGMP-based academic supervision model of school principals can be an effective solution to improve the quality of learning and teacher professionalism. This model emphasizes the importance of collaboration, active participation of teachers, and careful supervision planning. However, the successful implementation of this model is greatly influenced by the support of school management, continuous training, and changes in the work culture in the school environment.