DEVELOPMENT OF GUIDED TRAINING MODEL BASED ON PROBLEM BASED LEARNING FOR STATE JUNIOR HIGH SCHOOL TEACHERS 4 MINAS SIAK DISTRICT RIAU PROVINCE
Downloads
Objective: This study aims to address the challenges in developing a Problem-Based Learning (PBL)-based guided training model for teachers at SMP Negeri 4 Minas, Siak District. The challenges include teachers' limited understanding of PBL concepts and applications, resistance to changing teaching paradigms, and the lack of effective evaluation methods for optimizing PBL implementation. Methods: The research employed a qualitative approach with fieldwork as its methodology. Data were collected from both primary and secondary sources. Primary data were obtained directly from teachers and students, while secondary data were gathered from school documentation. Results: The research findings indicate that the guided training process positively impacted the teachers' competencies in implementing the PBL model. Teachers transitioned from predominantly lecture-based methods to becoming more interactive facilitators, enhancing student engagement. The application of PBL in classrooms improved students' critical thinking, collaboration, and problem-solving skills. These improvements contributed to better student learning outcomes and an overall increase in the quality of education. Novelty: This study highlights the effectiveness of guided training in transforming teaching practices and improving educational quality through the PBL approach. It provides a practical framework for developing teacher competencies, addressing paradigm shifts in teaching methodologies, and optimizing evaluation processes to enhance the application of innovative learning models in schools.
S. Singerin, E. K. Huliselan, and A. L. F, “Development Of Integrated Science Learning Devices Using Problem Based Learning (Pbl) Learning Model Through Lesson Study,” Edu Sci. J, vol. 7, no. 2, pp. 124–132, 2020.
R. Ismeini, A. Rahman, and Y. Mudjisusatyo, “Science-literacy-based teaching materials Training Management Model: Improving the Professional Competence of Middle School Teachers,” Randwick Int. Educ. Linguist. Sci. J., vol. 5, no. 1, pp. 159–171, 2024, doi: 10.47175/rielsj.v5i1.915.
N. Budiwati, A. Pinayani, and Y. Rohmana, “Development of Education and Training Models in Improving the Professionalism of Economic Teachers,” Int. J. Pedagog. Soc. Stud., vol. 4, no. 1, pp. 98–102, 2019, doi: 10.17509/ijposs.v4i1.21496.
S. T. Kanyesigye, J. Uwamahoro, and I. Kemeza, “Effect of problem-based learning on Ugandan secondary school physics classroom practices: an observational study,” F1000Research, vol. 12, no. March, p. 245, 2023, doi: 10.12688/f1000research.129221.1.
S. Muniroh, S. M. Amin, and T. Y. E. Siswono, “Training Model of Troubleshooting Mathematics Materials of LCM And GCD Through PBL,” vol. 212, pp. 180–184, 2018, doi: 10.2991/icei-18.2018.39.
F. Coenders, C. Terlouw, S. Dijkstra, and J. Pieters, “The Effects of the Design and Development of a Chemistry Curriculum Reform on Teachers’ Professional Growth: A Case Study,” J. Sci. Teacher Educ., vol. 21, no. 5, pp. 535–557, 2010, doi: 10.1007/s10972-010-9194-z.
J. Seikkula-Leino, T. Satuvuori, E. Ruskovaara, and H. Hannula, “How do finnish teacher educators implement entrepreneurship education?,” Educ. Train., vol. 57, no. 4, pp. 392–404, 2015, doi: 10.1108/ET-03-2013-0029.
N. N. Padmadewi, L. P. Artini, N. M. Ratminingsih, and I. K. Trika Adi Ana, “Elementary School Teachers’ Readiness in Teaching Technology-based Literacy,” Int. J. Elem. Educ., vol. 7, no. 2, pp. 299–310, 2023, doi: 10.23887/ijee.v7i2.61675.
E. G. Boelan, A. B. Baunsele, A. M. Kopon, M. B. Tukan, M. A. U. Leba, and F. Komisia, “Improving the pedagogic competence of Pandhega Jaya Christian High School teachers through making learning videos,” Abdimas J. Pengabdi. Masy. Univ. Merdeka Malang, vol. 7, no. 3, pp. 508–518, 2022, doi: 10.26905/abdimas.v7i3.7587.
T. Pawartani and O. A. Suciptaningsih, “Pengembangan Kompetensi Guru untuk Mendukung Implementasi Kurikulum Merdeka,” JIIP - J. Ilm. Ilmu Pendidik., vol. 7, no. 3, pp. 2182–2191, 2024, doi: 10.54371/jiip.v7i3.3478.
P. D. J. P. Lestari, I. Bahrozi, and I. Yuliana, “Kompetensi Pedagogik Guru dalam Pelaksanaan Kurikulum Merdeka,” J. Rev. Pendidik. Dasar J. Kaji. Pendidik. dan Has. Penelit., vol. 9, no. 3, pp. 153–160, 2023, doi: 10.26740/jrpd.v9n3.p153-160.
M. Sirozi and E. A. Lestari, “Prinsip-Prinsip Perencanaan Pengembangan Mutu Guru Pendidikan Agama Islam,” J. Law, Adm. Soc. Sci., vol. 4, no. 5, pp. 931–939, 2024, doi: 10.54957/jolas.v4i5.920.
T. V. T. Nugraheni and J. Jailani, “Pengembangan Keprofesian Berkelanjutan (PKB) dalam kaitannya dengan kompetensi dan praktik pembelajaran guru matematika SMA,” Pythagoras J. Pendidik. Mat., vol. 15, no. 1, pp. 48–60, 2020, doi: 10.21831/pg.v15i1.34601.
L. I. R. Azizah, S. Sugiyanti, and N. Happy, “Efektivitas Model Pembelajaran Problem-Based Learning (PBL) dan Guided Inquiry terhadap Kemampuan Berpikir Kritis Matematis Siswa,” Imajiner J. Mat. dan Pendidik. Mat., vol. 1, no. 4, pp. 30–36, 2019, doi: 10.26877/imajiner.v1i4.3853.
L. D. Asep and D. Suhardini, “Peningkatan Kompetensi Pedagogik Guru Melalui Pelatihan Paikem (Pelatihan Pada Guru Mi Dan Mts Di Kabupaten Cianjur),” Edutech, vol. 1, no. Edutech, Tahun 13, Vol.1, No.3, Oktober 2014, pp. 1–3, 2014, [Online]. Available: https://ejournal.upi.edu/index.php/edutech/article/view/3094/2115
F. D. Sulistianingrum, S. Sutrisno, and M. Su’aidy, “Pengaruh Pembelajaran Inkuiri Terbimbing Terhadap Pemahaman Larutan Penyangga Dan Keterampilan Proses Sains Peserta Didik,” J-PEK (Jurnal Pembelajaran Kim., vol. 2, no. 1, pp. 31–40, 2017, doi: 10.17977/um026v2i12017p031.
L. Yuniarti, M. Ali, and I. W. Darmadi, “Perbedaan Hasil Belajar Fisika Antara Model Pembelajaran Inkuiri Terbimbing dengan Model Pembelajaran Kooperatif Tipe Make and Match Pada Siswa Kelas VIII SMP Negeri 9 Palu,” JPFT (Jurnal Pendidik. Fis. Tadulako Online), vol. 5, no. 2, p. 43, 2017, doi: 10.22487/j25805924.2017.v5.i2.8410.
C. Dewi, L. Utami, and Z. Octarya, “Pengaruh Model Pembelajaran Inkuiri Terbimbing Integrasi Peer Instruction terhadap Kemampuan Berpikir Kritis Siswa SMA pada Materi Laju Reaksi,” J. Nat. Sci. Integr., vol. 3, no. 2, p. 196, 2020, doi: 10.24014/jnsi.v3i2.9100.
Dodi Sukmayadi et al., “Peningkatan Kualitas Pembelajaran Fisika Melalui Pemanfaatan Sumber Belajar Digital Bagi Guru Sekolah Menengah Provinsi Banten,” KALANDRA J. Pengabdi. Kpd. Masy., vol. 1, no. 6, pp. 180–189, 2022, doi: 10.55266/jurnalkalandra.v1i6.217.
H. Hasmawaty, A. Saman, S. Syamsuardi, R. Rusmayadi, E. Ruswiyani, and S. Sadaruddin, “Refleksi Pembelajaran dan Penelitian Tindakan Kelas,” Madaniya, vol. 5, no. 2, pp. 305–311, 2024, doi: 10.53696/27214834.745.
A. Rahmawati, N. S. Amin, N. Azmin, M. Nasir, and A. Sandi, “Analisis Pelaksanaan Kurikulum 2013 dalam Meningkatkan Kualitas Pembelajaran Daring Pasca Pandemi,” JIIP - J. Ilm. Ilmu Pendidik., vol. 5, no. 12, pp. 5278–5281, 2022, doi: 10.54371/jiip.v5i12.1256.
Copyright (c) 2024 Titik Sumanti, Rosta Minawati, Mulyadi Mulyadi
This work is licensed under a Creative Commons Attribution 4.0 International License.
