Empowering Teachers’ Professional Competence through the PIKOLAK Training Model (Participatory, Integrative, and Collaborative) with a Blended Learning Approach in Humbang Hasundutan Regency
DOI:
https://doi.org/10.22161/jhed.7.6.10Abstract
This study applied a Research and Development (R&D) approach to design and evaluate the PIKOLAK Training Model Participatory, Integrative, and Collaborative—integrated with a blended learning format to improve teacher professional competence in Humbang Hasundutan Regency. The development process included needs analysis, model design, expert validation, and field testing. The blended learning structure combined face-to-face workshops with online modules, offering both flexibility and quality. Quantitative results showed a significant increase in teacher competency scores, rising from 65.2 (pre-test) to 83.7 (post-test) with p < 0.01. Qualitative data revealed enhanced teacher engagement, increased collaboration, and more effective teaching practices. Teachers expressed stronger ownership of their learning and found the program highly relevant to classroom needs. The model effectively blended adult learning principles with experiential and social learning theories, contributing to improved pedagogical outcomes. Overall, the PIKOLAK model proved to be a valid and practical framework for professional development, particularly in under-resourced areas. It offers scalable potential for broader use in similar educational contexts, ultimately supporting the advancement of teacher quality and student learning outcomes.
Downloads
References
Bandura, A. (1977). Social learning theory. Englewood Cliffs, NJ: Prentice Hall.
Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY: Freeman.
Borg, W. R., & Gall, M. D. (1983). Educational research: An introduction (4th ed.). New York, NY: Longman.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa
Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Palo Alto, CA: Learning Policy Institute.
Danielson, C. (2007). Enhancing professional practice: A framework for teaching (2nd ed.). Alexandria, VA: ASCD.
Garrison, D. R., & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. The Internet and Higher Education, 7(2), 95-105. https://doi.org/10.1016/j.iheduc.2004.02.001
Knowles, M. S. (1984). The adult learner: A neglected species (3rd ed.). Houston, TX: Gulf Publishing.
Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice-Hall.
Kirkpatrick, D. L., & Kirkpatrick, J. D. (2006). Evaluating training programs: The four levels (3rd ed.). San Francisco, CA: Berrett-Koehler.
MoEC (Ministry of Education and Culture). (2017). Indonesian Teacher Competency Standards. Jakarta: MoEC Publishing.
Plomp, T., & Nieveen, N. (Eds.). (2007). An introduction to educational design research. Enschede, the Netherlands: SLO.
Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-22. https://doi.org/10.17763/haer.57.1.j463w79r56455411
Spady, W. G. (1994). Outcome-based education: Critical issues and answers. Arlington, VA: American Association of School Administrators.
Stufflebeam, D. L. (1983). The CIPP model for program evaluation. In G. F. Madaus, M. Scriven, & D. L. Stufflebeam (Eds.), Evaluation models (pp. 117-141). Boston, MA: Kluwer-Nijhoff.
UNESCO. (2016). Teacher policy development guide: Summary. Paris: United Nations Educational, Scientific and Cultural Organization.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes (M. Cole, V. John-Steiner, S. Scribner, & E. Souberman, Eds.). Cambridge, MA: Harvard University Press.
Downloads
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
