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All Journal Ideguru: Jurnal Karya Ilmiah Guru
Takim Andriono
Universitas Kristen Krida Wacana, Jakarta
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).
Coaching Model GROW ME untuk Meningkatkan Kreativitas Guru dalam Kegiatan Mengajar di TK Kristen Petra Aning Irawati; Hery Winoto; Takim Andriono
Ideguru: Jurnal Karya Ilmiah Guru Vol. 9 No. 3 (2024): Edisi September 2024
Publisher : Dinas Pendidikan, Pemuda dan Olahraga Daerah Istimewa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51169/ideguru.v9i3.960

Abstract

Creativity of PAUD teachers are needed in learning and teaching activities. Teacher competency influences student learning outcomes. PAUD teachers are required to have a set of attitudes, knowledge and skills in increasing stimulation of all aspects of early childhood development. Creativity as the ability to produce meaningful learning. Observation results shows that teacher’s creativity at Petra Christian Kindergarten is low. This research was conducted to determine the application of the GROW ME model coaching method in increasing teacher’s creativity in teaching and learning activities at Petra Christian Kindergarten, Jombang, East Java. This research is a qualitative methods research that refers to the Kemmis and Mctaggart model. The research was conducted in two cycles using the plan-action-observe-reflect stages in each cycle. Research results, the application of the GROW ME coaching model can increase teacher’s creativity in learning and teaching activities at Petra Christian Kindergarten. In the end of first cycle showed results of improvement in 9 research subjects with quite good intensity, an average increase of 12.4%, however, to continue to strengthen the results, another stage was carried out in the second cycle The results of observations in cycle II again showed various and almost even increases in the range of increases among the 9 research subjects. It is necessary to continue providing assistance to strengthen the further results.
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.
Co-Authors Aning Irawati Astuti Apriliantari Astuti Triasmani Hery Winoto Hery Winoto Tj