The Implementation Of Curriculum Supervision By The Education And Culture Office Of Elementary Schools In Subang Regency

Muhammad Adzki Haidar Luthfi; Siti Nur Azizah; Fitria Zulfa; Aminudin

doi:10.59944/jipsi.v5i4.1944

Authors

Muhammad Adzki Haidar Luthfi sekolah tinggi agama islam darussalam kunir
Siti Nur Azizah Sekolah Tinggi Agama Islam Darussalam Kunir
Fitria Zulfa Sekolah Tinggi Agama Islam Darussalam Kunir
Aminudin Sekolah Tinggi Agama Islam Darussalam Kunir

DOI:

https://doi.org/10.59944/jipsi.v5i4.1944

Keywords:

curriculum supervision, education and culture office, elementary school, merdeka curriculum, subang regency

Abstract

Curriculum supervision by the education office is crucial for keeping curriculum implementation in elementary schools consistent with its planning, particularly during the transition to the Merdeka Curriculum. However, studies of supervision conducted by the Education and Culture Office as an external agency at the regency level remain limited. This study aims to describe the planning, implementation, evaluation and follow-up, and obstacles of curriculum supervision by the Education and Culture Office of Subang Regency in elementary schools. A qualitative descriptive approach was employed, with data collected through in-depth interviews, observation, and documentation studies involving supervisors, school principals, and office staff. The data were analyzed using the interactive model of data reduction, data display, and conclusion drawing, and their trustworthiness was examined through source and technique triangulation. The results show that supervision is planned annually through an Annual Supervision Work Plan (RKPT), implemented through at least four school visits per year, individual supervision, and the Teacher Working Group (KKG) and Principals' Working Conference (MKKS) forums, and followed up through written recommendations, technical coaching, and a digital reporting system. Four main obstacles were identified: an imbalanced supervisor-to-school ratio, limited budget and operational facilities, varied competence of principals and teachers, and the replication of curriculum documents across schools. The study concludes that effective supervision depends not only on administrative completeness but also on adequate resources, continuous coaching, and a collaborative approach that is sensitive to the conditions of each school. The study contributes an empirical account of curriculum supervision by a regency-level Education and Culture Office and recommends differentiated supervision planning, redistribution of supervisors with adequate operational funding, structured coaching for principals and teachers, and contextual curriculum assistance.

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