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This Study Aims To Obtain The Information And Data Of The Implementation Of Academic In Improving Teacher Competences. The Method Used In This Research Is Descriptive Method With Qualitative Analysis Approach. The Results Showed That: (1) The Education Office And The Supervisors Involved In The Preparation Of Academic Supervision Program By Analyzing The Earlier Programs. The Main Objective Of Academic Supervision Activities Is To Develop Teacher Capacity In Learning Aspects; (2) The Supervision Techniques Include Class Visit, Group Discussion, And Individual Discussion; All Of Which Are Still General; (3) Supporting Factors Include Motivating Teachers To Uphold The Urge And Willingness To Teach And Equipping Them With Various Teaching Methods. The Inhibiting Factors Include The Lack Of Time Allocation For Academic Supervision. A Supervisor Handles Up To 10 Schools. Thus, Not All Teachers Get Utmost Supervision.

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<p><strong>Abstract: </strong>To face the minimum competency assessment, preparation is needed by the school and teachers. This study aims to determine the implementation of school policies in preparing students to face the minimum competency assessment at the Elementary School 1 Peukan Pidie. The method used is a qualitative method with a descriptive approach and data obtained from observations, interviews, and documentation studies. The study results indicate that the minimum competency assessment is still a new thing for schools and teachers. Implementation of policies related to minimum competency assessment by the Elementary School 1 Peukan Pidie provides books to support minimum competency assessment and increase student learning hours. However, this policy cannot be implemented optimally due to the Covid-19 pandemic. Factors supporting the policy at the Elementary School 1 Peukan Pidie are the support and proactive attitude of the principal and the availability of supporting books for teachers and students.</p><strong>Abstrak: </strong>Untuk menghadapi asesmen tersebut tentunya diperlukan persiapan oleh sekolah dan guru agar siswa dapat mengikuti asesmen dengan baik. Penelitian ini bertujuan untuk mengetahui tentang implementasi kebijakan sekolah dalam mempersiapkan siswa menghadapi asesmen kompetensi minimum di Sekolah Dasar Negeri 1 Peukan Pidie. Metode yang digunakan adalah metode kualitatif dengan pendekatan deskriptif, dan data diperoleh dari hasil observasi, wawancara, dan studi dokumentasi. Hasil penelitian menunjukkan bahwa asesmen kompetensi minimum masih menjadi hal yang baru bagi sekolah dan guru. Implementasi kebijakan terkait asesmen kompetensi minimum oleh SD Negeri 1 Peukan Pidie berupa penyediaan buku penunjang asesmen kompetensi minimum dan penambahan jam belajar siswa. Namun kebijakan tersebut tidak dapat diimplementasikan maksimal karena kondisi pandemi covid-19. Faktor pendukung kebijakan di SD Negeri 1 Peukan Pidie adalah dukungan dan sikap proaktif kepala sekolah dan tersedianya buku penunjang untuk guru dan siswa.

This research aimed to examine the school supervisors, principals and teachers' perception towards the supervision implementation conducted by the supervisors from the education authority. This study used a descriptive method using a qualitative analysis approach. The findings of this study showed that the supervisors' perception to the supervision implementation toward the principals and teachers was in line with the supervision principles and it has contributed to the quality of education. Meanwhile, the principals and teachers' perception to the supervision implementation conducted by the school supervisors was different. The principals and teachers' perception showed that the school supervisors only examined for the completion of the learning administration without concerning about the optimal guidance and coaching, therefore, the contribution of school supervisors did not meet the principals and teachers' expectations.