PELUANG DAN TANTANGAN COACHING DIGITAL 1-ON-1 DALAM SUPERVISI ANDRAGOGI UNTUK PENGEMBANGAN KOMPETENSI PROFESIONAL GURU

(Studi Fenomenologi di SDN Lemburmuncang Kecamatan Soreang Kabupaten Bandung)

Abstract

This study aims to explore the opportunities and challenges of implementing andragogy-based 1-on-1 digital coaching in developing teacher professional competence in elementary schools. The research is motivated by the paradigm shift in educational supervision from an administrative and evaluative approach to a more humanistic, dialogical, and empowering approach. In the context of digital transformation in education, 1-on-1 digital coaching is seen as a supervisory innovation that enables principals to carry out flexible, personalized, and sustainable teacher professional development through the use of digital technology. This study focuses on identifying opportunities, challenges, and perceptions of principals and teachers regarding the implementation of andragogy-based 1-on-1 digital coaching in supporting teacher professional competence development. This study uses a qualitative approach with a phenomenological method. The research location is SDN Lemburmuncang, Soreang District, Bandung Regency. The research subjects consisted of one principal and five teachers selected using a purposive sampling technique. Data collection was conducted through semi-structured interviews, limited observations, and documentation studies. Data validity was achieved through source triangulation, technical triangulation, member checking, and diligent observation. Data analysis used an interactive model developed by Miles, Huberman, and Saldaña, which includes data condensation, data presentation, and drawing and verifying conclusions. The results of the study indicate that the implementation of 1-on-1 digital coaching is supported by three main factors: support for the Merdeka Belajar (Freedom to Learn) policy and the Merdeka Mengajar (PMM) platform, the availability of adequate technological infrastructure, and teachers' intrinsic motivation as adult learners to reflect and develop themselves. Challenges faced include technical constraints in the form of unstable internet connections, gaps in digital literacy competency among teachers, and cultural barriers in the form of the old paradigm that views supervision as an inspection and assessment activity. Furthermore, the study found that 1-on-1 digital coaching has a positive impact on improving teachers' professional and pedagogical competencies through critical reflection, transformative learning, and independent development of learning solutions. From the principal's perspective, this model also improves supervision efficiency through a digital data-based documentation and monitoring system.