ImplementAtion Of Academic Supervision For Pancasila Education Teachers In Strengthening The Independent Curriculum In Kota Barat District, Gorontalo City

This study explores the implementation of academic supervision for Pancasila Education teachers in strengthening the Independent Curriculum in junior high schools within Kota Barat District, Gorontalo City.The research aims to analyze how academic supervision influences teachers' competencies in instructional planning, implementation, and assessment, thereby supporting curriculum objectives.Utilizing a qualitative case study design, data were collected through observations, semi-structured interviews, and document analysis involving teachers and school principals as participants.The findings reveal that academic supervision significantly enhances teachers' ability to prepare comprehensive lesson plans, deliver learner-centered instruction, and design diagnostic, formative, and summative assessments aligned with curriculum goals.Supervision fostered improvements in teaching strategies and assessment practices, but challenges remain, particularly in the consistent application of differentiated instruction and the reliance on standardized templates.These challenges highlight the need for innovative supervisory models that emphasize collaboration and teacher autonomy.The study underscores the importance of reducing administrative burdens on supervisors and providing professional development opportunities to ensure effective supervision.By contextualizing supervision within the Independent Curriculum, this research contributes to the broader discourse on educational reform and offers actionable insights for policymakers and practitioners.Future studies could examine the long-term impact of supervision on student outcomes and explore its application in diverse educational contexts.