Pelaksanaan Supervisi Akademik merupakan salah satu kegiatan yang diselenggarakan oleh Kepala Sekolah dengan cara memberikan layanan serta bantuan secara profesional kepada guru dalam rangka peningkatan profesionalisme guru terkait proses pembelajaran di sekolah. Fokus dalam penelitian ini adalah (1) Perencanaan Supervisi Akademik oleh Kepala Sekolah di SMA Darul Ulum 1 Unggulan BPPT Jombang, (2) Pelaksanaan Supervisi Akademik oleh Kepala Sekolah di SMA Darul Ulum 1 Unggulan BPPT Jombang, dan (3) Umpan Balik Supervisi Akademik yang diberikan oleh Kepala Sekolah di SMA Darul Ulum 1 Unggulan BPPT Jombang. Penelitian ini menggunakan pendekatan kualitatif metode deskriptif dengan rancangan penelitian studi kasus. Teknik pengumpulan data menggunakan observasi partisipan pasif, wawancara, dan studi dokumentasi. Sedangkan, analisis data dilakukan dengan cara kondensasi data, penyajian data, dan verifikasi data. Untuk menguji keabsahan data peneliti menggunakan kredibilitas, dependabilitas, transferbilitas, dan konfirmabilitas.

`Hasil penelitian ini menemukan bahwa (a) perencanaan supervisi akademik dilakukan setiap tahun dua kali pada setiap semester oleh Tim Supervisi Sekolah. Perencanaan dilakukan melalui  tahap awal, tahap pelaksanaan, dan tahap evaluasi. Tujuan dari adanya supervisi akademik sebagai bahan perbaikan guru dan sebagai bahan evaluasi sekolah. Supervisi Akademik dalam hal ini terbagi menjadi tiga program yakni, Supervisi Perangkat, Supervisi Pembelajaran, dan Supervisi Administrasi. (b) pelaksanaan supervisi akademik dilakukan dengan menggunakan teknik individu dan teknik kelompok. Tahap pelaksanaan dilakukan secara terjadwal di semester ganjil dan tidak terjadwal di semester genap. Kepala Sekolah berperan penting sebagai penanggung jawab dalam pelaksanaan supervisi akademik. Adapun respon yang diberikan guru sangat beragam. (c) Umpan balik supervisi dilakukan oleh sekolah secara langsung dan tidak langsung. Umpan balik yang diberikan berupa pujian, reward, raport guru, MGMP Sekolah, workshop, kunjungan antar kelas, dan UKG. Dalam hal ini, Yayasan Pondok Pesantren tidak terlibat dalam proses supervisi melainkan hanya meminta laporan kinerja guru sebagai bahan evaluasi Yayasan serta memberikan umpan balik berupa pembinaan dalam lingkup Yayasan.

    Academic Supervision is one of the activities organized by the Principal by providing professional services and teachers  assistance to improve teacher professionalism related to the learning process at school. The focus of this research is (1) Academic Supervision Planning by Principals in Darul Ulum 1 High School BPPT Jombang, (2) Implementation of Academic Supervision by Principals in Darul Ulum High School 1 BPPT Jombang Flagship, and (3) Academic Supervision Feedback was given by the Principal at the Darul Ulum 1 High School BPPT Jombang. This study uses a descriptive qualitative method with a case study research design. Data collection techniques using passive participant observation, interviews, and documentation studies. Meanwhile, data analysis is done by data condensation, data presentation, and data verification. To test the validity of the data the researcher uses credibility, dependability, transferability, and confirmability.

The results of this study found that (a) academic supervision planning is carried out twice a year each semester by the School Supervision Team. Planning is done through the initial stage, the implementation phase, and the evaluation phase. The purpose of the academic supervision is as material for teacher improvement and as school evaluation material. Academic Supervision, in this case, is divided into three programs namely, Equipment Supervision, Learning Supervision, and Administrative Supervision. (b) the implementation of academic supervision is carried out using individual techniques and group techniques. The implementation phase is scheduled in the odd semester and not scheduled in the even semester. The principal plays an important role as the person in charge of the implementation of academic supervision. The responses given by the teacher are very diverse. (c) Supervision feedback is carried out by schools directly and indirectly. The feedback provided was in the form of praise, rewards, teacher report cards, MGMP Schools, workshops, class visits, and UKG. In this case, the Pondok Pesantren Foundation is not involved in the supervision process but only requests teacher performance reports as material for the Foundation's evaluation and provides feedback in the form of guidance within the Foundation's scope.