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All Journal Ideguru: Jurnal Karya Ilmiah Guru Global Academy of Business Studies
Hery Winoto Tj
Universitas Kristen Krida Wacana, Jakarta
Economics, Econometrics & Finance Education Other

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Penggunaan Metode Mentoring dan Coaching Model TIRTa untuk Peningkatan Kompetensi Guru dalam Menyusun Modul Ajar Astuti Triasmani; Hery Winoto Tj; Takim Andriono
Ideguru: Jurnal Karya Ilmiah Guru Vol. 9 No. 2 (2024): Edisi Mei 2024
Publisher : Dinas Pendidikan, Pemuda dan Olahraga Daerah Istimewa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51169/ideguru.v9i2.783

Abstract

Teacher competence in developing learning module in the current implementation of the Independent Curriculum is very important because learning module determines the learning quality in the classroom. This School Action Research aimed to increase the competency of teachers at Kalam Kudus Christian Junior High School in developing learning module using Mentoring Method and TIRTa Model Coaching Methods, with three recipients who were teaching in grades VII and VIII. The researcher used learning modules as the assessed product and observed the teachers’ competence from both pedagogical and professional aspects. The result was very encouraging because it was found that: (1) the subjects got better understanding of the components in the learning module according to its standards; (2) the subjects were able to compose better quality of learning module; (3) the subjects’ pedagogical and professional competence increased; (4) The TIRTa model was very effective for mentoring and coaching since it built the subjects’ awareness of setting goals, identifying strengths and weaknesses, making action plans, and taking responsibility for their plans. This success was shown in the result that the competence of three subjects in the pre-cycle belonged to poor category (< 71), but of cycle I the two subjects got poor category and the other one got average category, and at the end of cycle II all of the subjects changed to good (81 -90).
Penggunaan Instructional Coaching untuk Meningkatkan Kompetensi TPACK Guru Kelas II Astuti Apriliantari; Hery Winoto Tj; Takim Andriono
Ideguru: Jurnal Karya Ilmiah Guru Vol. 10 No. 2 (2025): May 2025 Edition
Publisher : Dinas Pendidikan, Pemuda dan Olahraga Daerah Istimewa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51169/ideguru.v10i2.1378

Abstract

This study aims to enhance the TPACK (Technological Pedagogical Content Knowledge) competencies of second-grade teachers at Petra Christian Elementary School 10 in Surabaya through the use of Instructional Coaching. TPACK is a framework that integrates technological knowledge, pedagogical knowledge, and content knowledge to develop effective teaching practices. Instructional Coaching is a coaching approach that involves collaboration between teachers and coaches to improve teaching practices and student learning outcomes. The research method used is classroom action research (CAR) with a spiral design consisting of four stages: planning, action, observation, and reflection. The study involves six second-grade teachers as research subjects. The results of the study show that through the Instructional Coaching process, there was a significant increase in teachers' TPACK competencies. Teachers became more proficient in integrating technology into their teaching, understanding how technology can support effective pedagogy, and enhancing their content knowledge. The conclusion of this study is that Instructional Coaching is an effective strategy for enhancing the TPACK competencies of second-grade teachers at Petra Christian Elementary School 10 in Surabaya. Recommendations are given to schools to continue implementing and developing teacher TPACK competencies through this coaching program in order to improve the quality of education.
The Role of Safety Culture, Clinical Leadership Capacity, and Teamwork Rika Rika; Hery Winoto Tj
Global Academy of Business Studies Vol. 2 No. 3 (2026): January
Publisher : Goodwood Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35912/gabs.v2i3.3872

Abstract

Purpose: This study aims to examine the effects of patient safety culture and clinical leadership capacity on nurses’ incident reporting compliance, with teamwork tested as a mediating mechanism. Research methodology: A census survey was conducted among 204 nurses at Sentra Medika Hospital Cikarang. Data were collected using a structured questionnaire comprising 18 validated indicators and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). Results: The results indicate that patient safety culture has a significant positive effect on both incident reporting compliance and teamwork. Clinical leadership capacity also demonstrates significant positive effects on teamwork and reporting compliance. Notably, teamwork shows a significant negative direct effect on incident reporting compliance, suggesting a preference for informal, team-based problem resolution that may substitute for formal reporting processes. However, teamwork significantly mediates the relationships between patient safety culture, clinical leadership capacity, and reporting compliance. Conclusions: The findings highlight a paradoxical role of teamwork in patient safety. While collaborative environments are essential, they must be strategically aligned with non-punitive and transparent reporting systems. Strengthening patient safety culture and clinical leadership, while institutionalizing team practices that reinforce formal reporting, is essential to enhance sustainable patient safety performance. Limitations: The study is limited to a specific hospital setting and may not be generalizable to all healthcare environments. Additionally, the study relies on self-reported data, which may introduce bias. Contributions: This study contributes to the understanding of how patient safety culture, clinical leadership capacity, and teamwork interact to influence incident reporting compliance in hospitals, emphasizing the need for a balanced approach that integrates both formal reporting systems and collaborative team practices.
Co-Authors Astuti Apriliantari Astuti Triasmani Rika Rika Takim Andriono