Developing a Participatory, Integrative, and Collaborative Competency-Based Training Model (PIKOLAK) through Blended Learning to Enhance the Teachers’ Professional Competence
DOI:
https://doi.org/10.35307/saltel.v8i1.128Keywords:
Teacher, PIKOLAK, Blended learning, Professional competence, CollaborativeAbstract
This study employed a Research and Development (R&D) methodology to design, develop, and evaluate the Participatory, Integrative, and Collaborative Competency-Based Training Model (PIKOLAK), utilizing a blended learning approach to enhance the professional competence of teachers in Humbang Hasundutan Regency. The development process followed an iterative sequence of stages, including a comprehensive needs analysis, systematic model design, expert validation, and rigorous field testing. The blended learning framework integrated face-to-face sessions with online components, allowing for greater flexibility and accessibility while maintaining instructional quality. The implementation of the PIKOLAK model resulted in a marked improvement in teachers' professional competencies. Quantitative analysis revealed a statistically significant increase in mean test scores, rising from 65.2 on the pre-test to 83.7 on the post-test (p < 0.01). These findings suggest that the model effectively addressed gaps in teachers' knowledge and skills. Qualitative feedback from participating teachers further supported these outcomes, indicating increased engagement, stronger collaborative practices, and enhanced application of pedagogical competencies in real classroom contexts. The participatory and integrative learning strategies embedded in the model were particularly appreciated, as they fostered a sense of ownership and relevance among learners. Overall, the results affirm that the PIKOLAK model is a valid, reliable, and effective framework for advancing teacher professional development. Its blended format offers a scalable and adaptable solution that accommodates diverse learning needs while promoting sustainable, practice-based improvements in educational quality. Consequently, the model holds significant potential for broader implementation across similar educational contexts.
Downloads
References
Darling-Hammond, L. (2000). Teacher quality and student achievement: A review of state policy evidence. Education Policy Analysis Archives, 8(1), 1
Daulay, S., Sanjaya, D., Pin, T. L., Khazin, K. M., & Babar, M. Y. (2021). The Effect of Flipped Learning Instruction on Tertiary English Learners' Writing Achievement. TESOL International Journal, 16(1), 232-252.
Desimone, L. M. (2009). Improving impact studies of teachers
Emmer, E. T., & Evertson, C. M. (2016). Classroom management for middle and high school teachers (10th ed.). Pearson.
Freeman, S. (2014). Active learning and participation: The key to successful learning. Routledge.
Gall, M. D., Gall, J. P., & Borg, W. R. (2007). Educational research: An introduction (8th ed.). Pearson Education.
Garrison, D. R., & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. The Internet and Higher Education, 7(2), 95
Johnson, D. W., & Johnson, R. T. (1999). Making cooperative learning work. Theory into Practice, 38(2), 67
Horn, M. B., & Staker, H. (2015). Blended: Using disruptive innovation to improve schools. Jossey-Bass.
Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice Hall.
Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2013). The effectiveness of online and blended learning: A metaanalysis of the empirical literature. Teachers College Record, 115(3), 1
Minister of Education and Culture. (2007). Regulation of the Minister of Education and Culture Number 16 of 2007 concerning teacher professional competence standards [In Indonesian]. Jakarta: Ministry of Education and Culture.
Mulder, M., Weigel, T., & Collins, K. (2010). The concept of competence in the development of vocational education and training in selected EU member states: A critical analysis. Journal of Vocational Education & Training, 62(4), 415
Sanjaya, W. (2014). Strategi pembelajaran berorientasi standar proses pendidikan [Learning strategies oriented to education process standards]. Prenadamedia Group.
Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1
Spady, W. G. (1994). Outcome-based education: Critical issues and answers. American Association of School Administrators.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes (M. Cole, V. John-Steiner, S. Scribner, & E. Souberman, Eds. & Trans.). Harvard University Press.
Zhao, Y., Lei, J., Yan, B., Lai, C., & Tan, H. S. (2005). What Makes the Difference? A Practical Analysis of Research on the Effectiveness of Distance Education. Teachers College Record, 107(8), 1836
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Benyamin Nababan, Sahat Siagian, Abdul Hamid, Holmes Rajagukguk
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
