%L repoupi143879
%K Reskilling, Magang, Guru Non-Vokasi

Reskilling, Internship, Non-Vocational Teachers
%D 2025
%O https://scholar.google.com/citations?hl=en

ID SINTA Dosen:
Jajat S. Ardiwinata: 5994332
Yanti Shantini: 5994917
%I Universitas Pendidikan Indonesia
%T PENGEMBANGAN MODEL MAGANG RESKILLING UNTUK 
PENINGKATAN KOMPETENSI GURU NON VOKASI: Studi Pada SMKN 1 Campaka Kabupaten Cianjur
%X Keterlibatan guru non-vokasi dalam pengalaman industri masih rendah, meskipun mereka berperan penting dalam mencetak lulusan Sekolah Menengah Kejuruan yang terampil dan siap kerja. Kesenjangan keterampilan sikap atau budaya kerja guru non-vokasi yang tidak selaras dengan tuntutan industri modern berdampak pada rendahnya kesiapan kerja lulusan. Permasalahan ini menuntut solusi inovatif berupa pengembangan model Reskilling yang dapat menjembatani kesenjangan antara dunia pendidikan dan industri. Penelitian ini bertujuan mengembangkan model magang Reskilling yang valid, praktis, dan efektif untuk meningkatkan kompetensi guru non-vokasi di Sekolah Menengah Kejuruan Kabupaten Cianjur. Menggunakan pendekatan Research and Development dengan model Define, Design, Develop, Disseminate yang mengintegrasikan pendekatan kualitatif dan kuantitatif melalui wawancara mendalam, diskusi kelompok terfokus, observasi partisipatif, dan survei persepsi siswa dengan skala Likert. Hasil penelitian menunjukkan: (1) mayoritas guru non vokasi belum memiliki pengalaman industri namun menunjukkan motivasi sangat tinggi untuk mengikuti magang; (2) model dikembangkan berbasis integrasi experiential learning, lifelong learning, dan andragogi dengan keunikan dual mentorship system dan reciprocal learning partnership; (3) validasi ahli menyatakan model relevan dan layak dengan saran penguatan kolaborasi industri; (4) implementasi melalui tahap input meliputi dimensi personal, instrumen, dan environmental, tahap proses terdiri dari persiapan dengan analisis kebutuhan, pelaksanaan magang melalui fase adaptasi dan pelibatan langsung, serta evaluasi dan implementasi hasil dalam pembelajaran, tahap output berupa peningkatan kompetensi sikap, pengetahuan, keterampilan, dan self-directed learning, tahap outcome menghasilkan pembelajaran berbasis industri dan kemitraan berkelanjutan; (5) efektivitas terbukti melalui peningkatan persepsi siswa terhadap guru pertama dari kategori cukup baik menjadi sangat baik, sedangkan guru kedua setelah mengikuti program magang, Guru P1 unggul dalam penguasaan materi ajar, pembentukan karakter kerja siswa, dan penyampaian materi yang efektif. Sementara itu, Guru P2 lebih unggul secara keseluruhan, dengan kelebihan dalam membina hubungan interpersonal dan pengelolaan kelas. Namun, kedua guru perlu memperbaiki sikap profesional dalam berinteraksi serta beberapa kemampuan teknis, seperti pengelolaan emosi dan pengembangan diri. Model magang Reskilling efektif meningkatkan keterampilan sikap guru non-vokasi dengan kontribusi teoretis kerangka pembelajaran kolaboratif berkelanjutan.

The involvement of non-vocational teachers in industrial experience is still low, despite their crucial role in producing skilled and job-ready graduates from Vocational High Schools. The gap in skills, attitudes, or work culture of non-vocational teachers, which is not aligned with the demands of modern industries, impacts the job readiness of graduates. This issue calls for innovative solutions in the form of developing a Reskilling model that can bridge the gap between the education sector and industry. This study aims to develop a valid, practical, and effective internship Reskilling model to improve the competencies of non-vocational teachers at Vocational High Schools in Cianjur Regency. Using a Research and Development approach with the Define, Design, Develop, Disseminate model, which integrates both qualitative and quantitative methods through in-depth interviews, focus group discussions, participatory observation, and student perception surveys using Likert scales, the research findings are as follows: (1) The majority of non-vocational teachers have no industrial experience but show very high motivation to participate in internships; (2) The developed model is based on the integration of experiential learning, lifelong learning, and andragogy, with the unique features of a dual mentorship system and reciprocal learning partnership; (3) Expert validation indicates that the model is relevant and feasible, with suggestions to strengthen industry collaboration; (4) Implementation through the input stage includes personal, instrument, and environmental dimensions; the process stage consists of preparation with needs analysis, internship implementation through adaptation and direct involvement phases, as well as evaluation and implementation of results in teaching; the output stage involves improvements in competencies related to attitude, knowledge, skills, and self-directed learning; and the outcome stage results in industry-based learning and sustainable partnerships; (5) Effectiveness is proven through an improvement in student perceptions of the first teacher, from the "fairly good" category to "very good," while the second teacher, after participating in the internship program, showed that Teacher P1 excelled in mastering the teaching material, shaping students' work character, and delivering effective lessons. Meanwhile, Teacher P2 was superior overall, particularly in building interpersonal relationships and classroom management. However, both teachers need to improve their professional attitude in interactions, as well as some technical skills, such as emotional management and self-development. The internship Reskilling model effectively enhances the attitude skills of non-vocational teachers, with a theoretical contribution to the framework of continuous collaborative learning.
%A - Siti Maspupah
%A - Jajat Sudrajat Ardiwinata
%A - Yanti Shantini