Academic supervision in Indonesian primary schools remains predominantly administrative and often fails to support teachers’ professional development effectively. This study aims to develop and evaluate the effectiveness of a community-based academic supervision model, which adopts a collaborative, reflective, and contextual approach to enhance learning quality and teacher capacity. This supervision model is constructed using a research and development (RD) framework that includes needs analysis, expert validation, limited trials, and effectiveness assessment. Implementation took place in two elementary schools in Wonosobo Regency, involving teachers, principals, and supervisors. The findings demonstrate that the model significantly enhances teachers’ pedagogical competencies, particularly in instructional planning, diversification of teaching strategies, and reflective practice. Moreover, the model fosters a shift in teachers’ attitudes toward supervision—from passive and bureaucratic to active, participatory, and community-driven. The supervision cycle—comprising joint planning, reflective observation, collaborative reflection forums, and follow-up development—contributes to the establishment of a sustainable professional learning culture. Furthermore, the integration of local cultural values into the model’s implementation reinforces both social acceptance and contextual effectiveness in rural school settings. These results highlight the potential for transforming academic supervision into a meaningful professional learning process through a participatory, community-based approach that aligns with national education policy directions, emphasizing autonomy and innovation.
Barokah et al. (Wed,) studied this question.