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KEGIATAN MENUMBUHKAN KREATIFITAS REMAJA DI YAYASAN PONDOK PESANTREN TUNAS INSAN MULIA SAWANGAN DEPOK Chairul Anwar; Siti Masitoh; Jesika Setyani; Rina Hasanah; Ai Aisyah; Desy Citra Dewi
PENGABDIAN SOSIAL Vol 1, No 2 (2021): JURNAL PENGABDIAN SOSIAL
Publisher : Universiitas Pamulang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (292.209 KB) | DOI: 10.32493/.v1i2.12971

Abstract

ABSTRACT Creativity is a person's ability to express his ideas or ideas as outlined in the form of work. The learning creativity of the students can be influenced by various factors including the attitudes of parents or teachers and learning motivation. The attitude of parents or teachers in dealing with children's creativity is to create a conducive atmosphere so that children's creativity can develop optimally. In addition, the students' learning creativity can also be influenced by learning motivation, high learning motivation will encourage students to be more creative in learning. The creativity referred to in this research is to make decoration designs for the students by expressing their creativity through the hopes, ideals and conditions of the current era and then poured into the form of wall decoration works. With these reasons and foundations, we together want to foster the creativity of students and students at the Tunas Insan Mulia Islamic Boarding School Foundation to have the skills to make wall hanging decorations. Creativity from an early age is very important for students in improving good human resources. In the presentation of making wall decorations that we made, it was intended that the students could understand how to make attractive decoration designs. We are happy and proud to be able to carry out PKM at the Tunas Insan Mulia Foundation, Sawangan, Depok. Keywords: Creativity, Students, and Decoration  ABSTRAK Kreativitas adalah kemampuan seseorang untuk mengungkapkan ide atau gagasannya yang dituangkan dalam bentuk karya. Kreativitas belajar para santri dapat dipengaruhi oleh berbagai faktor antara lain sikap orang tua atau guru dan motivasi belajar. Sikap orang tua atau guru dalam menghadapi kreativitas anak adalah menciptakan suasana yang kondusif agar kreativitas anak dapat berkembang secara optimal. Selain itu kreativitas belajar para santri juga dapat dipengaruhi oleh motivasi belajar, motivasi belajar yang tinggi akan mendorong para santri untuk lebih kreatif dalam belajar. Kreativitas yang dimaksud dalam penelitian ini adalah membuat desain dekorasi untuk siswa dengan mengekspresikan kreativitasnya melalui harapan, cita-cita dan kondisi zaman sekarang yang kemudian dituangkan ke dalam bentuk karya hiasan dinding. Dengan alasan dan landasan tersebut, kami bersama-sama ingin menumbuhkembangkan kreativitas santriwan dan santriwati di Yayasan Pondok Pesantren Tunas Insan Mulia untuk memiliki keterampilan membuat hiasan hiasan dinding. Kreativitas sejak dini sangat penting bagi siswa dalam meningkatkan sumber daya manusia yang baik. Dalam penyajian pembuatan hiasan dinding yang kami buat ini bertujuan agar para siswa dapat memahami cara membuat desain hiasan yang menarik. Kami senang dan bangga bisa melaksanakan PKM di Yayasan Tunas Insan Mulia, Sawangan, Depok. Kata Kunci: Kreatifitas, Santri, dan Dekorasi
Implementation of Coaching Techniques to Enhance School Principals’ Managerial Competence Through the TIRTA Framework Ai Aisyah; H Hidayat
Journal of Science and Education (JSE) Vol. 6 No. 1.1 (2025): SPECIAL COLLECTION IN ISLAMIC EDUCATION
Publisher : CV. Media Digital Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58905/jse.v6i1.1.603

Abstract

This study examines the implementation of coaching techniques based on the TIRTA Framework (Action, Reflection, Follow-Up, and Execution) as a strategic approach to enhancing the managerial competence of primary school principals. Using a qualitative case study approach, the research was conducted at SDN Talagasari and involved the principal, senior teachers, and school supervisors as key informants. Data were collected through in-depth interviews, participatory observation, and document analysis, then analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings indicate that coaching through the TIRTA Framework gradually facilitates a transformation in the principal’s mindset—from administrative leadership to reflective and collaborative leadership. The Action phase enables the identification of real, context-based problems within the school; Reflection promotes self-evaluation and awareness of one’s role; Follow-Up guides the formulation of strategic plans based on reflective insights; and Execution showcases the internalization of new leadership values into the school’s work culture. These findings affirm that reflective coaching is not merely a technical intervention, but a transformative learning process that can foster adaptive and sustainable leadership. The TIRTA-based coaching technique has the potential to serve as a professional development model for school principals, one that could be integrated into national education supervision policies in a more contextual and human-centered manner.