Application of Bridging Learning Coaching to Develop Thinking Skills and Self-Directed Learning Skills in SIA School

The purpose of this study is to explore the effectiveness of Bridging Learning Coaching (BLC) in enhancing thinking skills and self-directed learning skills among students. The research method is a qualitative case study design using multiple data sources, including student coaching activity sheets, surveys from coaches and students, and in-depth interviews with both groups. The data was analyzed to identify patterns in the development of students’ thinking skills, problem-solving, and capacity for self-directed learning. Results indicate that BLC fosters deeper levels of thinking by promoting basic thinking skills, interacting with a coach, problem-solving, and learning experiences like meaning and transcendence. Students exhibited significant improvements in planning, monitoring, and evaluating their own learning processes, leading to enhanced self-directed learning capabilities. Coaches reported that guided reflection and personalized feedback were key factors in facilitating this growth.