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All Journal Jurnal Pendidikan Dasar JPI (Jurnal Pendidikan Indonesia) : Jurnal Ilmiah Pendidikan Mimbar Sekolah Dasar Al Ishlah Jurnal Pendidikan Social, Humanities, and Educational Studies (SHEs): Conference Series Jurnal Didaktika Dwija Indria DEDIKASI: Community Service Reports
Fadhil Purnama Adi
Universitas Sebelas Maret
Agriculture, Biological Sciences & Forestry Humanities Computer Science & IT Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Mechanical Engineering Physics Social Sciences Other

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A Systematic Literature Review of Academic Supervision in Elementary Schools: Coaching Techniques Novi Puspitasari; Tri Murwaningsih; Fadhil Purnama Adi
Social, Humanities, and Educational Studies (SHES): Conference Series Vol 8, No 4 (2025): Social, Humanities, and Educational Studies (SHEs): Conference Series
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/shes.v8i4.109832

Abstract

This study employed a Systematic Literature Review (SLR) using the PRISMA methodology to analyze 20 peer-reviewed empirical articles published between 2019 and 2024 on the implementation of coaching-based academic supervision in elementary schools. The findings indicate that coaching techniques—such as the TIRTA-Innovative Coaching Flow and the GPAR model—significantly improve teachers’ pedagogical competence, reflective practice, professional collaboration, and instructional innovation. Coaching supervision effectively shifts the role of supervisors from mere evaluators to facilitators of professional growth, thereby creating a more supportive and developmental culture in schools. Despite these benefits, the review highlights several limitations, including insufficient training for supervisors, limited institutional support, time constraints, and the lack of longitudinal evidence on sustained impact. These constraints suggest the need for stronger systemic backing and more comprehensive professional development for supervisors. The study concludes that coaching-based academic supervision has strong potential to enhance teacher development when aligned with systematic planning, policy integration at the school level, and continuous mentoring. Practical implications are offered for policymakers, school leaders, and researchers to strengthen future implementation and ensure more effective evaluation of coaching-based supervision.
Co-Authors Adelia Anisa Annisa Rahma Pradesiwi Chumdari Chumdari Dinar Mahardhika Pratiwi Gilang Mahendrati Hadi Mulyono Haniifah Alyaa Azmiira Rosyid Hasan Mahfud Idam Ragil Widianto Atmojo Intan Kustyarini M N Hutoyo Matsuri Matsuri Matsuri Matsuri Moh Salimi Munawar Sodiq Naimah Hidayati Novi Puspitasari Peduk Rintayati Prisna Dwi Herfiani Qory Khafidhoh Ayunta Retno Winarni Roy Ardiansyah Sajidan Sajidan Samini Samini Saputri, Dwi Yuniasih Sari Ilham Wardani Sri Marmoah St. Y. Slamet Tenni Puji Lestari Tri Murwaningsih Vellina Glinca Ursida Winarno Winarno Wulandari Wulandari Yoda Hari Kristiawan