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Empowering teachers: implementing the Tut Wuri Handayani supervision model to enhance teacher competence

International Journal of Evaluation and Research in Education (IJERE) · Vol. 13 No. 6 (2024) · hlm. 4189–4200

DOI
10.11591/ijere.v13i6.27579
ISSN
2620-5440, 2252-8822
Terbit
2024-12-01
Penerbit
Institute of Advanced Engineering and Science
Bahasa
eng
Lisensi
creativecommons.org/licenses/by-nc/4.0

Abstrak

An inspiring supervision model based on the Tut Wuri Handayani concept, with a research and development (R&D) approach that refers to the Borg and Gall model, has been successfully developed. Through a comprehensive investigation, this study aims to bolster the competence and effectiveness of teachers. Model feasibility evaluation was carried out by two model design experts, with an average ideal percentage value of 86.2% (outstanding assessment and feasibility categories). Model feasibility evaluation was carried out by two model design experts and two content design experts. The average ideal percentage value given by model design experts was 86.2% (outstanding assessment and feasibility categories), while that given by content design experts was 76.64% (outstanding service and feasibility categories). Based on the test for model users three times, t-test data was obtained for a small group between commitment and competence, fighting power and competence, and religion and competence, showing tcount>ttable, respectively. The t-test results for the medium and large groups also show tcount>ttable. The dataset analysis shows that the inspiring supervision model based on Tut Wuri Handayani is practical and feasible. This research sheds light on the positive impact of implementing the Tut Wuri Handayani supervision model for enhancing teacher competence and, consequently, improving the quality of the learning process.

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  • State University of Medan
  • Universitas Islam Negeri Mahmud Yunus Batusangkar
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Rekan penulisOrganisasiArtikel bersama
Sri Adelila SariState University of Medan1
Irma SuryaniUniversitas Islam Negeri Mahmud Yunus Batusangkar1

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Sumber metadata: OAI-PMH (metadata jurnal) http://ijere.iaescore.com/index.php/IJERE/oai, pertama di-harvest 8 Nov 2026, terakhir terlihat 8 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en-US">Empowering teachers: implementing the Tut Wuri Handayani supervision model to enhance teacher competence</dc:title>
	<dc:creator>Simanjuntak, Rivai M.</dc:creator>
	<dc:creator>Milfayetty, Sri</dc:creator>
	<dc:creator>Darwin, Darwin</dc:creator>
	<dc:subject xml:lang="en-US">Religious teacher; Supervision of Tut Wuri Handayani; Teacher commitment; Teacher competence; Teacher fighting power</dc:subject>
	<dc:description xml:lang="en-US">An inspiring supervision model based on the Tut Wuri Handayani concept, with a research and development (R&amp;amp;D) approach that refers to the Borg and Gall model, has been successfully developed. Through a comprehensive investigation, this study aims to bolster the competence and effectiveness of teachers. Model feasibility evaluation was carried out by two model design experts, with an average ideal percentage value of 86.2% (outstanding assessment and feasibility categories). Model feasibility evaluation was carried out by two model design experts and two content design experts. The average ideal percentage value given by model design experts was 86.2% (outstanding assessment and feasibility categories), while that given by content design experts was 76.64% (outstanding service and feasibility categories). Based on the test for model users three times, t-test data was obtained for a small group between commitment and competence, fighting power and competence, and religion and competence, showing tcount&amp;gt;ttable, respectively. The t-test results for the medium and large groups also show tcount&amp;gt;ttable. The dataset analysis shows that the inspiring supervision model based on Tut Wuri Handayani is practical and feasible. This research sheds light on the positive impact of implementing the Tut Wuri Handayani supervision model for enhancing teacher competence and, consequently, improving the quality of the learning process.</dc:description>
	<dc:publisher xml:lang="en-US">Institute of Advanced Engineering and Science</dc:publisher>
	<dc:contributor xml:lang="en-US"></dc:contributor>
	<dc:date>2024-12-01</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
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	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://ijere.iaescore.com/index.php/IJERE/article/view/27579</dc:identifier>
	<dc:identifier>10.11591/ijere.v13i6.27579</dc:identifier>
	<dc:source xml:lang="en-US">International Journal of Evaluation and Research in Education (IJERE); Vol 13, No 6: December 2024; 4189-4200</dc:source>
	<dc:source>2620-5440</dc:source>
	<dc:source>2252-8822</dc:source>
	<dc:source>10.11591/ijere.v13i6</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://ijere.iaescore.com/index.php/IJERE/article/view/27579/14177</dc:relation>
	<dc:rights xml:lang="en-US">Copyright (c) 2024 Institute of Advanced Engineering and Science</dc:rights>
	<dc:rights xml:lang="en-US">http://creativecommons.org/licenses/by-nc/4.0</dc:rights>
</oai_dc:dc>