PELATIHAN PENGENALAN MODEL - MODEL PEMBELAJARAN DI SEKOLAH DASAR KABUPATEN MAGETAN
Keywords:
pelatihan guru; model pembelajaran; kompetensi pedagogik; sekolah dasar; pengembangan profesional.Abstract
Penelitian ini bertujuan untuk menganalisis efektivitas pelatihan pengenalan model-model pembelajaran dalam meningkatkan kompetensi pedagogik guru Sekolah Dasar di Kabupaten Magetan. Penelitian menggunakan pendekatan kuantitatif dengan desain quasi-experimental tipe one group pretest–posttest yang diperkaya dengan data kualitatif untuk memperkuat interpretasi hasil. Subjek penelitian adalah guru Sekolah Dasar yang mengikuti pelatihan model pembelajaran inovatif, meliputi Problem Based Learning, Project Based Learning, Cooperative Learning, Inquiry Learning, dan pembelajaran berdiferensiasi. Data dikumpulkan melalui tes kompetensi, angket, observasi, dan wawancara. Analisis data kuantitatif menggunakan uji paired sample t-test dan perhitungan N-Gain, sedangkan data kualitatif dianalisis melalui tahapan reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan adanya peningkatan signifikan kompetensi pedagogik guru setelah mengikuti pelatihan, dengan rata-rata N-Gain berada pada kategori sedang menuju tinggi. Temuan ini mengindikasikan bahwa pelatihan berbasis integrasi teori dan praktik efektif dalam meningkatkan pemahaman konseptual serta keterampilan implementasi model pembelajaran di kelas. Oleh karena itu, pelatihan berkelanjutan dan pendampingan sistematis direkomendasikan untuk memastikan dampak jangka panjang terhadap peningkatan kualitas pembelajaran di Sekolah Dasar.
Downloads
References
Bell, S. (2016). Project-based learning for the 21st century. The Clearing House, 89(2), 39–43. https://doi.org/10.1080/00098655.2015.1108969
Darling-Hammond, L. (2017). Teacher education around the world. European Journal of Teacher Education, 40(3), 291–309. https://doi.org/10.1080/02619768.2017.1315399
Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2), 97–140. https://doi.org/10.1080/10888691.2018.1537791
Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Learning Policy Institute. https://doi.org/10.54300/122.311
Fullan, M., & Quinn, J. (2016). Coherence: The right drivers in action. Corwin. https://doi.org/10.4135/9781506375175
Gillies, R. M. (2016). Cooperative learning: Review of research. Australian Journal of Teacher Education, 41(3). https://doi.org/10.14221/ajte.2016v41n3.3
Hattie, J. (2015). The applicability of visible learning to higher education. Scholarship of Teaching and Learning in Psychology, 1(1), 79–91. https://doi.org/10.1037/stl0000021
Hmelo-Silver, C. E., Duncan, R. G., & Chinn, C. A. (2017). Scaffolding and achievement in problem-based and inquiry learning. Educational Psychologist, 52(3), 147–163. https://doi.org/10.1080/00461520.2017.1330878
Kirschner, P. A., Sweller, J., & Clark, R. E. (2018). Why minimal guidance does not work. Educational Psychologist, 53(4), 275–285. https://doi.org/10.1080/00461520.2018.1503608
Mishra, P., & Koehler, M. J. (2016). Technological pedagogical content knowledge (TPACK). Teachers College Record, 108(6), 1017–1054. https://doi.org/10.1177/016146810610800610
OECD. (2018). The future of education and skills 2030. OECD Education Working Papers. https://doi.org/10.1787/19939019
Schleicher, A. (2018). World class: How to build a 21st-century school system. OECD Publishing. https://doi.org/10.1787/4789264300002-en
Schunk, D. H. (2016). Learning theories: An educational perspective (7th ed.). Pearson. https://doi.org/10.4324/9781315621067
Tschannen-Moran, M., & Hoy, A. W. (2021). Teacher efficacy research 1998–2021. Teaching and Teacher Education, 102, 103343. https://doi.org/10.1016/j.tate.2021.103343
Vescio, V., Ross, D., & Adams, A. (2018). A review of research on professional learning communities. Teaching and Teacher Education, 24(1), 80–91. https://doi.org/10.1016/j.tate.2007.01.004
Voogt, J., Erstad, O., Dede, C., & Mishra, P. (2017). Challenges to learning and schooling in the digital networked world. Journal of Computer Assisted Learning, 29(5), 403–413. https://doi.org/10.1111/jcal.12029
Wei, R. C., Darling-Hammond, L., Andree, A., Richardson, N., & Orphanos, S. (2020). Professional learning in the learning profession. Journal of Teacher Education, 71(1), 7–18. https://doi.org/10.1177/0022487119897705
Zhao, Y. (2020). COVID-19 as a catalyst for educational change. Prospects, 49, 29–33. https://doi.org/10.1007/s11125-020-09477-y
Zimmerman, B. J. (2015). Self-regulated learning. Educational Psychologist, 45(4), 166–183. https://doi.org/10.1080/00461520.2015.1050443
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Suyanto, Fika Dwi Nursa
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with this journal agree to the following terms:
1. Copyright on any article is retained by the author(s).
2. The author grants the journal, right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgment of the work’s authorship and initial publication in this journal.
3. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal’s published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
4. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
5. The article and any associated published material is distributed under the Creative Commons Attribution-ShareAlike 4.0 International License
