Praktik Kepemimpinan Instruksional Dan Hambatan Keberlanjutan Supervisi Akademik Di Sekolah Dasar: Studi Kasus Di SDN 009 Balikpapan Barat

Academic supervision lies at the core of instructional leadership, yet its implementation in elementary schools is often discontinuous. This study describes the instructional leadership practices of a principal and explains the barriers to sustaining academic supervision at SDN 009 Balikpapan Barat. A qualitative single-case study design was employed. Five informants were purposively selected: the principal, three teachers with differing characteristics, and the chair of the school committee. Data were collected in August 2026 through two rounds of semi-structured interviews, field notes, and school document analysis, then analyzed using Braun and Clarke’s six-phase thematic analysis combining inductive coding with a deductive framework of ten instructional leadership functions. Trustworthiness was established through source, technique, and time triangulation, member checking, and an audit trail. The findings indicate four well-established functions: data-driven program planning using the national Education Report, intentional separation of communication channels between instant messaging and face-to-face forums, a three-stage supervision procedure, and monthly evaluation based on learning goal mastery data. Concurrently, supervision sustainability is hindered by principal time constraints due to non-delegable official duties, uneven procedural execution across teachers, post-supervision follow-through decay, and unequal professional development uptake. This study concludes that instructional leadership functions embedded in deadline-driven administrative routines are more sustainable than those requiring personal presence, demonstrating that supervision scheduling requires dedicated time protection mechanisms. ABSTRAK Supervisi akademik merupakan inti kepemimpinan instruksional, namun pelaksanaannya di sekolah dasar kerap tidak berkelanjutan. Penelitian ini bertujuan mendeskripsikan praktik kepemimpinan instruksional kepala sekolah serta menjelaskan hambatan keberlanjutan supervisi akademik di SDN 009 Balikpapan Barat. Penelitian menggunakan pendekatan kualitatif dengan rancangan studi kasus tunggal. Lima informan dipilih secara purposif, yaitu kepala sekolah, tiga guru dengan karakteristik berbeda, dan ketua komite sekolah. Data dikumpulkan pada Agustus 2026 melalui wawancara semi-terstruktur dua putaran, pencatatan lapangan, dan penelusuran dokumen sekolah, lalu dianalisis dengan analisis tematik enam tahap Braun dan Clarke yang memadukan pengodean induktif dan kerangka deduktif sepuluh fungsi kepemimpinan instruksional. Keabsahan data diperiksa melalui triangulasi sumber, teknik, dan waktu, disertai member checking dan audit trail. Temuan menunjukkan empat fungsi yang berjalan mapan, yaitu perencanaan program berbasis data Rapor Pendidikan, pemisahan kanal komunikasi yang disengaja antara pesan instan dan forum tatap muka, supervisi berprosedur tiga tahap, serta evaluasi bulanan berbasis data ketuntasan tujuan pembelajaran. Pada saat yang sama, keberlanjutan supervisi terhambat oleh keterbatasan waktu kepala sekolah akibat agenda kedinasan eksternal, inkonsistensi penerapan prosedur pra-observasi, peluruhan tindak lanjut pascasupervisi, serta ketimpangan pemanfaatan pengembangan profesional. Penelitian ini menyimpulkan bahwa fungsi instruksional yang melekat pada rutinitas administratif bertenggat eksternal cenderung lebih bertahan dibandingkan fungsi yang bertumpu pada kehadiran fisik kepala sekolah, sehingga penjadwalan supervisi memerlukan regulasi proteksi waktu yang mengikat.