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All Journal Jurnal Pendidikan Islam Jurnal Dimensi Pendidikan dan Pembelajaran Cetta: Jurnal Ilmu Pendidikan JPPI | Jurnal Penelitian Pendidikan Islam EkBis: Jurnal Ekonomi dan Bisnis Jurnal Manajemen Pendidikan dan Ilmu Sosial (JMPIS) Daengku: Journal of Humanities and Social Sciences Innovation Transekonomika : Akuntansi, Bisnis dan Keuangan JURIS (Jurnal Ilmiah Syariah) Jurnal Riset sosial humaniora, dan Pendidikan (Soshumdik) Journal of Innovation and Research in Primary Education AHKAM : Jurnal Hukum Islam dan Humaniora Strata Law Review Zona Law And Public Administration Indonesia
Nana Herdiana Abdurrahman, Nana Herdiana
UIN Sunan Gunung Djati Bandung
Religion Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Coaching-Based Academic Supervision Management Using the Tirta Model to Improve Teachers' Pedagogical Competence Kustamaji, Erwin; Abdurrahman, Nana Herdiana
Journal of Innovation and Research in Primary Education Vol. 5 No. 1 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i1.2772

Abstract

Teachers' pedagogical competence remains a critical challenge in Indonesian elementary education despite various professional development initiatives. Traditional evaluative supervision approaches have proven insufficient in fostering sustainable teacher development. This study examined the implementation of coaching-based academic supervision using the TIRTA (Goals, Identification, Action Plan, Responsibility, Appreciation) model to enhance teachers' pedagogical competence in elementary schools. A descriptive qualitative case study was conducted at SDN Pancawangi and SDN Sindangjaya in Cianjur Regency, West Java. Data were collected through in-depth interviews with principals and teachers, participatory observations of supervision sessions, and analysis of supervision documents. Data analysis followed Miles, Huberman, and Saldaña's interactive model, with trustworthiness established through triangulation and member checking. Findings revealed that TIRTA-based supervision was implemented systematically through collaborative planning (participatory needs assessment, SMART goals), structured five-stage implementation (reflective dialogue, co-constructed action plans, mutual accountability), comprehensive evaluation (82% target achievement, constructive feedback), and sustained follow-up (continuous monitoring, progressive competency development). The coaching approach transformed supervision relationships from evaluative to developmental, creating psychological safety and cultivating teachers' autonomous motivation and self-directed learning capacities. The TIRTA model effectively operationalizes adult learning theory, coaching principles, and self-determination theory, offering promising direction for sustainable teacher professional development in elementary education contexts.
How Principals Cultivate Teacher Personal Competencies: Insights from Study Group Implementation in Elementary Schools Afghan, Arief Nur; Abdurrahman, Nana Herdiana
Journal of Innovation and Research in Primary Education Vol. 5 No. 1 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i1.2776

Abstract

Teacher personal competencies, encompassing integrity, emotional stability, and professional ethics, are fundamental to quality elementary education, yet their systematic development remains underexamined. This study analyzes how principal management through the POAC framework enhances teacher personal competencies via study groups. A qualitative case study design was employed at SDN Ciseureuh and SDN Karya Bhakti in Cianjur Regency, Indonesia. Data were collected through in-depth interviews, participatory observation, and document analysis from principals, teachers, and stakeholders selected through purposive and snowball sampling. Data analysis followed Miles et al.'s (2014) three-stage inductive process, with trustworthiness established through triangulation, member checking, and audit trails. Findings reveal that systematic principal management—encompassing evidence-based planning, strategic resource organization, motivational leadership, and continuous evaluation—effectively strengthens teacher integrity, responsibility, discipline, and professionalism through study groups. Study groups structured around collaborative inquiry and reflective practice created authentic learning environments. However, time constraints, motivational variation, and infrastructure limitations emerged as implementation challenges, while principal commitment, competent facilitation, and collegial culture served as facilitating factors. An unexpected finding showed differential impact across career stages, with early-career teachers experiencing more transformative changes than veterans. The integration of POAC management theory with professional learning community research demonstrates that teacher personal competencies are developable through intentional, well-managed collegial learning. This culturally contextualized approach offers practical guidance for principals and contributes theoretically by synthesizing management, professional development, and character education literature.
Co-Authors Abdul Holik Aditya Ramadhaniar El Islamy Afghan, Arief Nur Agus Mulyanto Darti Busni Doli Witro Euis Dewi Wijayanti Fadillah, M Rizki fattah, Abd Fattah Fauzan, Ihsan Guntur Gunawan Hardiati, Neni Ikhsan, Muhammad Miftahul Imam Asrofi iwan setiawan Iwan Setiawan Kustamaji, Erwin Mega Silvia Muqsith, Muhammad Nina Rahmi Nitro, Nitro Prasetyo, Yoyok Rachmawati, Sisca Raid Alghani Sauri, R Supyan Selamat Selamat Septiana Putri, Cindy Siregar, Muhammad Islah Suharyanto H. Soro Supendi, Supendi Wibowo, Agung Hardianto Yoyok Prasetyo Yoyok Yoyok, Yoyok Yustika Pratiwi, Hamlatussa’adah Zainal Abidin