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All Journal Jurnal Konseling dan Pendidikan Manajer Pendidikan: Jurnal Ilmiah Manajemen Pendidikan Program Pascasarjana JMKSP (Jurnal Manajemen, Kepemimpinan, dan Supervisi Pendidikan) Kasuari: Physics Education Journal (KPEJ) Education and Human Development Journal EARR International Journal of Educational Management and Innovation (IJEMI) Dikdimas : Jurnal Pengabdian Kepada Masyarakat IJOEM: Indonesian Journal of Elearning and Multimedia RESLAJ: Religion Education Social Laa Roiba Journal Edukasi
Connie, Connie
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Religion Agriculture, Biological Sciences & Forestry Humanities Computer Science & IT Economics, Econometrics & Finance Education Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Nursing Physics Social Sciences Other

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Journal : Education and Human Development Journal

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Tirta Coaching Model for Teachers’ Socio-Emotional Competencies Development Narti, Desmi; Somantri, Manap; Connie, Connie
JURNAL PENDIDIKAN DAN PENGEMBANGAN MANUSIA Vol 10 No 2 (2025): Education and Human Development Journal
Publisher : Universitas Nahdatul Ulama Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33086/ehdj.v10i2.7997

Abstract

The challenges of contemporary education in Indonesia present a compelling case for transforming traditional supervision approaches, particularly in addressing the socio-emotional dimensions of teacher competence. This qualitative case study explores the implementation of TIRTA (Tujuan, Identifikasi, Rencana Aksi, Tanggung Jawab= Objectives, Identification, Plan Action, Responsibility) coaching techniques in academic supervision to enhance teachers' personal and social competencies at SMA Negeri 5 Bengkulu Selatan. The study employed semi-structured interviews with 23 participants comprising three supervisors, 15 teachers, and five students, alongside participant observations and document analysis conducted over eight months. Data were analyzed using thematic analysis and the Miles-Huberman interactive model. Findings reveal a significant paradigmatic transformation from hierarchical control to collaborative empowerment. The result indicated a 63.5% average increase in teachers' personal and social competencies. The TIRTA model proved effective as a structured yet flexible framework, with collaboration and interpersonal communication demonstrating the highest improvements of 1.9 and 1.8 points respectively. The study demonstrates that coaching-based supervision creates sustainable learning ecosystems responsive to contextual needs, transforming organizational culture beyond individual teacher development. These findings contribute to academic supervision literature by providing evidence-based strategies for implementing culturally responsive coaching models in semi-urban educational contexts, addressing the critical gap between policy aspirations and implementation realities in Indonesian education.
Co-Authors Asvio, Nova Aziz, Andi Eko Risdianto Kristiawan, Muhamad Muhammad Kristiawan Narti, Desmi Nirwana, Nirwana Pratama, Oktaviyani Rosniadi Pratiwi Pratiwi Purwadi , Dedy Rambat Nur Sasongko Rambat Rambat, Rambat Risanto, Wisdi Sihandi, Sihandi Somantri, Manap Sriyanti, Echa Sumarsih Susti, Wira Yudi Kurniawan Zuki, Arieldo Meizul Zuki, Meizul