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p-Index From 2020 - 2025
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H Hidayat
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Automotive Engineering Chemical Engineering, Chemistry & Bioengineering Civil Engineering, Building, Construction & Architecture Computer Science & IT Education Engineering Languange, Linguistic, Communication & Media Mathematics Physics

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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.
Quality Management of the Pancasila Student Profile Project for Character Development Ani Haryani; 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.v6i1.1.641

Abstract

Character education is one of the main focuses of the Kurikulum Merdeka (Independent Curriculum), implemented through the Pancasila Student Profile Strengthening Project (P5). This study aims to describe and analyze the quality management of P5 in enhancing student character, particularly in the aspects of collaboration (gotong royong) and independence, at the kindergarten level. A qualitative case study approach was employed. Data were collected through classroom observations, interviews with teachers, principals, and parents, as well as project documentation. The findings indicate that careful planning, participatory implementation, and continuous evaluation are crucial factors for the successful execution of P5. Challenges encountered include limited facilities, variations in parents’ understanding, and restricted time allocation. These issues can be addressed through teacher–parent collaboration, integrating projects into other learning activities, and developing contextual learning media. In conclusion, the quality management of P5 has proven effective in shaping children’s character from an early age, fostering awareness, independence, and collaborative spirit, while also preparing students to meet the demands of 21st-century education.
Co-Authors Ai Aisyah Ani Haryani