Jurnal Refleksi Minggu ke-14: Coaching

Halo, pembaca budiman.  Berjumpa lagi di sini dan kali ini saya akan berbagi refleksi kegiatan yang saya ikuti selama satu minggu dari Senin s.d. Jumat, 29 November s.d. 3 Desember 2021.

Refleksi kali ini saya akan menggunakan model Gaya Round Robin. Berikut panduan pertanyaan untuk membuat refleksi model ini.
1) Apa hal yang paling Anda kuasai setelah pembelajaran hari ini? Mengapa Anda merasa hal tersebut bisa membuat Anda sangat menguasainya?
2) Apa hal yang belum Anda kuasai setelah pembelajaran hari ini? Apa yang akan Anda lakukan untuk mengatasi hal tersebut?
3) Apa hal yang masih membingungkan Anda dari pembelajaran hari ini? Ceritakan hal-hal apa saja yang membuat hal tersebut membingungkan.

Selasa, 30 November 2021

Hari ini saya memasuki modul 2.3 tentang coaching alur 2.3.a.2  pendahuluan dan 2.3.a.3. Mulai dari Diri yaitu tentang seberapa jauh saya memahami konsep caoching di sekolah. Pada alur ini hal yang paling saya kuasai adalah perbedaan konsep konseling, mentoring, dan coaching.

Konseling adalah proses seorang konselor memberikan bantuan berupa solusi atas masalah yang dihadapi oleh konseli. Mentoring adalah proses seorang mentor membantu mentii dalam menemukan solusi atas masalah yang dihadapi berdasarkan pengalaman mentor. Coaching adalah proses coach membantu coache untuk menemukan solusi sendiri atas masalah yang dihadapi.

Saya dapat menguasai materi tersebut dengan baik karena sebelumnya saya telah belajar tentang konseling selama satu semester di Program Magister Psikologi.

Hal yang belum saya kuasai dan paling membingungkan bagi saya adalah ketika harus berhadapan dengan siswa yang sulit diajak komunikasi ketika mengatasi siswa bermasalah. Saya menjumpai beberapa siswa saya kalau diajak bicara memilih untuk banyak diam dan tidak mau menajwab pertanyaan. Yang akan saya lakukan agar saya dapat membangun komunikasi yang baik dengan siswa tersebut adalah dengan komunikasi dengan orang tuanya juga untuk mengetahui lebih dalam bagaimana kondisi murid.

Rabu s.d. Jumat, 1 -s.d. 3 Desember 2021

Selama tiga hari saya memasuki alur 2.3.a.4. Eksplorasi Konsep dan Forum Diskusi untuk mempelajari materi  tentang coaching dengan model TIRTA. Pada alur ini yang paling saya kuasai adalah latar belakang memilih nama TIRTA sebagai salah satu model coaching.

TIRTA dalam bahasa Jawa memiliki arti air. Sifat alamiah air adalah mengalir dari hulu ke hilir, yaitu ke sungai atau laut. Pada saat menuju ke sungai atau laut, air harus melalui beberapa tempat yang berbeda-beda situasi dan kondis dan banyak hambatan di perjalanan. Agar sampai pada tujuan, air harus bisa menghilangkan semua hambatan yang menghalanginya menuju sungai atau laut. Tugas guru adalah menjaga agar air tersebut tetap mengalir tanpa sumbatan.

Dari analogi tersebut dapat disimpulkan bahwa murid adalah air. Dalam mencapai tujuan yang hendak dicapai, murid selalu menemui berbagai macam hambatan dan hambatan tersebut harus dihilangkan hingga selamat sampai pada tujuan atau cita-cita yang hendak dicapai. Tugas guru adalah membantu atau memberikan bimbingan kepada murid untuk menemukan jalan keluar atas permasalahan yang dihadapi sehingga menghambat murid dalam meraih cita cita atau tujuan atau menyingkirkan semua hambatan dalam mengembangkan potensi dalam diri murid semaksimal mungkin.

Saya merasa bahwa materi ini adalah materi yang paling saya kuasai pada alur belajar ini karena analogi TIRTA sebagai air dalam praktik coaching sangat mudah diingat. Selain itu, singkatan TIRTA mudah diingat sebagai tahapan-tahapan yang harus dilalui oleh guru sebagai coach dalam membantu murid atau rekan sejawat sebagai caochee dalam mengatasi segala masalah yang menghambatkan perkembangan potensinya.

TIRTA sebenarnya merupakan akronim dari Tujuan (T), Identifikasi masalah (I), Rencana aksi (R) dan Tanggung jawab (TA). TIRTA merupakan model coaching yang diadaptasi dari model coaching GROW. GROW adalah kepanjangan dari Goal, Reality, Options dan Will. Pada tahap Goal (Tujuan), coach (dalam hal ini guru) perlu mengetahui tujuan apa yang hendak dicapai coachee (dalam hal ini murid). Pada tahap Reality (hal-hal nyata), guru menggali semua hal yang terjadi pada diri murid. Pada tahap Options (pilihan), guru membantu memilah dan memilih hasil pemikiran selama sesi caoching yang akan digunakan untuk merancang aksi nyata. Pada tahap Will (keinginan untuk maju), guru membantu murid untuk membentuk komitmen murid dalam melaksanakan rencana aksi nyata.

Dengan menggunakan model TIRTA dalam melakukan coaching, murid diharapkan mampu melejitkan potensi yang dimilikinya. Sebagai guru penggerak, coaching tidak hanya dilakukan terhadap murid, tetapi juga kepada rekan sejawat.

Hal yang belum saya kuasai saat ini dan paling mmebingungkan adalah bagaimana mengajukan pertanyaan yang benar pada setiap tahapan karena belum mempraktiknnya. Untuk mengatasi permasalahan tersebut, saya akan banyak latihan untuk membuat pertanyaan-pertanyaan yang efektif dan asertif agar saya dapat menggali informasi sebanyak-banyaknya dari murid agar dapat membantu murid tersebut untuk menemukan solusinya dengan baik.

Demikian jurnal refleksi yang saya bagikan minggu ke-14 ini. Semoga ada yang dapat diambil hikmahnya dan bermanfaat bagi semua yang memiliki interest dalam dunia pendidikan. Sampai jumpa lagi di lain kesempatan.

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