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All Journal Al-Ta'lim Media Manajemen Pendidikan G-Couns: Jurnal Bimbingan dan Konseling
M. Syaifuddin
Universitas Muhammadiyah Malang
Religion Education Physics Other

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Integrating Psychological, Pedagogical, and Managerial Theories in Coaching: A Systematic Literature Review Nor Mita Ika Saputri; M. Syaifuddin
G-Couns: Jurnal Bimbingan dan Konseling Vol. 10 No. 03 (2026): July 2026, G-Couns: Jurnal Bimbingan dan Konseling
Publisher : Universitas PGRI Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31316/g-couns.v10i03.8836

Abstract

This study aims to systematically examine and synthesize the theoretical foundations underlying contemporary coaching practices by integrating psychological, pedagogical, and managerial perspectives. Using a systematic literature review guided by the PRISMA framework, this study analyzed 44 national and international peer-reviewed journal articles published between 2020 and 2025. Data were selected through transparent inclusion and exclusion criteria and analyzed using thematic analysis to identify dominant theories and integrative patterns in coaching research. The findings reveal that psychological theories such as Self-Determination Theory, Psychological Safety, Positive Psychology, Cognitive-Behavioral approaches, and Transformative Learning emphasize intrinsic motivation, trust, and reflective change. Pedagogical frameworks, including Andragogy, Dialogic and Inclusive Pedagogy, and Technology-Enhanced Learning, highlight experiential, learner-centered, and culturally responsive coaching processes. From a managerial perspective, Systems Theory, Managerial Coaching, Organizational Change, Innovation Management, and Sustainable Leadership position coaching as a strategic mechanism for performance improvement and organizational sustainability. The synthesis proposes an Interdisciplinary Coaching Model grounded in evidence-based coaching, integrating motivation, learning, and organizational alignment. This study contributes theoretically by consolidating cross-disciplinary coaching frameworks and practically by offering a coherent foundation for designing adaptive, culturally sensitive, and sustainable coaching interventions. Keywords: change management, interdisciplinary coaching, PRISMA, positive psychology, systematic literature review
Implementation School Quality Management Based School Culture and Student Quality Assurance in Primary Education Ali Efendi; Rr. Eko Susetyorini; Yus Cholily; M. Syaifuddin
AT-TA'LIM Vol 33, No 2 (2026)
Publisher : Institut Agama Islam Negeri Imam Bonjol Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15548/jt.v33i2.1131

Abstract

Improving the quality of basic education requires not only effective management practices but also the integration of cultural and spiritual dimensions that support holistic student development. However, previous studies have generally examined school quality management, school culture, and quality assurance separately, with limited attention to their integration within Islamic basic education. This study aimed to analyze the implementation of school quality management based on school culture and student quality assurance at Al Falah Darussalam Primary and Secondary Schools, Indonesia, and to propose a conceptual model integrating these dimensions. A qualitative case study approach was employed, involving two principals, four teachers, two students, one parent representative, and administrative staff selected purposively. Data were collected through in-depth interviews, participant observations, and document analysis and were analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings revealed that quality management was implemented through four interconnected dimensions: Intention, Effort, Evaluation, and Trust. These dimensions integrate Islamic values with contemporary quality management principles and emphasize continuous improvement, shared responsibility, reflective evaluation, and trust among educational stakeholders. The model is grounded in the Islamic concepts of tarbiyah, ta'dib, and muhasabah, which emphasize holistic development, character formation, discipline, and continuous self-evaluation. The proposed Intention, Effort, Evaluation, and Trust Quality Assurance Model contributes theoretically to Islamic educational management by integrating school culture, quality management, and student quality assurance into a unified framework. Practically, the model provides schools with a culturally and spiritually responsive approach to strengthening educational quality, student character, stakeholder engagement, and sustainable quality improvement within Islamic basic education.
Peran Diklat Koding dan Kecerdasan Artifisial (KKA) dalam Pengembangan Kompetensi Guru di Era Transformasi Pendidikan Kotamobagu Kusnadi Pobela; Susetyo rini; M. Syaifuddin; Yus M. Cholily
Media Manajemen Pendidikan Vol 8 No 3 (2026): Februari 2026
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/mmp.v8i3.21271

Abstract

The development of digital technology requires teachers to develop new competencies in utilizing technology-based learning tools. This situation makes improving teacher capacity through relevant training, such as the Coding and Artificial Intelligence (KKA) Training, an urgent need to support the digital transformation of education. This study aims to describe the implementation and impact of KKA Training on improving teacher competency. The study used a qualitative descriptive method with data collection techniques including questionnaires, interviews, observation, and documentation. The research informants were teachers participating in the KKA Training in Kotamobagu City. Data analysis was conducted using the Miles and Huberman interactive analysis model, which includes data reduction, data presentation, and drawing conclusions. The results indicate that KKA Training is highly urgent in preparing teachers for the changing paradigm of technology-based learning. This program improves teachers' knowledge and skills in coding and AI, strengthens pedagogical abilities, and fosters a positive mindset in utilizing technology. Furthermore, KKA Training also strengthens the integration of TPACK (Teaching, Assessment, and Assessment) so that teachers are better prepared to develop adaptive and innovative learning. The study concludes that KKA Training is a strategic instrument in improving teacher competency and accelerating the digital transformation of education
Co-Authors Ali Efendi Kusnadi Pobela Nor Mita Ika Saputri Roro Eko Susetyorini Susetyo rini Yus Cholily Yus M. Cholily