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All Journal Education and Human Development Journal Journal of Innovation in Teaching and Instructional Media
Narti, Desmi
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Humanities Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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IMPROVING THE PERFORMANCE OF EDUCATORS AND EDUCATION PERSONNEL THROUGH THE LEARNING COMMUNITY PERSPECTIVE OF PROGRESSIVISM PHILOSOPHY Yonalia, Revi; Narti, Desmi; Victorizal, Victorizal; Hidayat, Suwarno
Journal of Innovation in Teaching and Instructional Media Vol 5 No 1 (2024): Journal of Innovation in Teaching and Instructional Media
Publisher : Yayasan Sembilan Pemuda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52690/jitim.v5i1.893

Abstract

This study aims to analyze the strategy for improving the performance of educators and education personnel through the “SMANSA Berbagi” learning community at SMA Negeri 1 Bengkulu Selatan from the perspective of the philosophy of progressivism. The research method used is qualitative with a case study approach. Data collection was carried out through observation, in-depth interviews, and documentation studies. The results of the study obtained were: (1) the strategy to develop educators and education personnel is self-development through the “SMANSA Berbagi” learning community. It was done by sharing knowledge, experiences, and best practices in the learning process. This activity is in line with the principles of the philosophy of progressivism which emphasizes the importance of active, collaborative, and real-experience-oriented learning; (2) The principal always coordinates and collaborates in implementing self-development; (3) performance assessment criteria based on the work result plan (RHK) prepared by each educator and education personnel in PMM; (4) the principal and committee’s strategy to improve the quality of education, by preparing school development plans and participating in monitoring and providing input on the implementation of school programs in order to achieve improvements in the quality of education. This study provides recommendations for schools to continue to support and develop learning communities like this as an effort to improve the quality of education sustainably.
Tirta Coaching Model for Teachers’ Socio-Emotional Competencies Development Narti, Desmi; Somantri, Manap; Connie, Connie
JURNAL PENDIDIKAN DAN PENGEMBANGAN MANUSIA Vol 10 No 2 (2025): Education and Human Development Journal
Publisher : Universitas Nahdatul Ulama Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33086/ehdj.v10i2.7997

Abstract

The challenges of contemporary education in Indonesia present a compelling case for transforming traditional supervision approaches, particularly in addressing the socio-emotional dimensions of teacher competence. This qualitative case study explores the implementation of TIRTA (Tujuan, Identifikasi, Rencana Aksi, Tanggung Jawab= Objectives, Identification, Plan Action, Responsibility) coaching techniques in academic supervision to enhance teachers' personal and social competencies at SMA Negeri 5 Bengkulu Selatan. The study employed semi-structured interviews with 23 participants comprising three supervisors, 15 teachers, and five students, alongside participant observations and document analysis conducted over eight months. Data were analyzed using thematic analysis and the Miles-Huberman interactive model. Findings reveal a significant paradigmatic transformation from hierarchical control to collaborative empowerment. The result indicated a 63.5% average increase in teachers' personal and social competencies. The TIRTA model proved effective as a structured yet flexible framework, with collaboration and interpersonal communication demonstrating the highest improvements of 1.9 and 1.8 points respectively. The study demonstrates that coaching-based supervision creates sustainable learning ecosystems responsive to contextual needs, transforming organizational culture beyond individual teacher development. These findings contribute to academic supervision literature by providing evidence-based strategies for implementing culturally responsive coaching models in semi-urban educational contexts, addressing the critical gap between policy aspirations and implementation realities in Indonesian education.
Co-Authors Connie, Connie Hidayat, Suwarno Somantri, Manap Victorizal, Victorizal Yonalia, Revi