IMPROVING TEACHERS' SKILLS IN DESIGNING CO-CURRICULAR PROGRAM BASED ON HOLISTIC LEARNING THROUGH PARTICIPATORY-REFLECTIVE TRAINING IN BATAM

Enang Munandar, Ramli A.R Ramli A.R, Wahyu Wahyu, Pini Hartati, Tinur Rahmawati Harahap, Erlisnawati Erlisnawati, Tetty Kurmalasari

Abstract


This study aims to analyze the management of teacher capacity-building in designing co-curricular programs to support holistic learning in Sei Beduk District, Batam City, Indonesia, conducted from September to October 2025. Co-curricular activities constitute an integral component of the Merdeka Curriculum; however, preliminary observations in elementary schools throughout Sei Beduk District revealed that the majority of teachers lack adequate understanding in designing structured co-curricular programs. This research employed a participatory, reflective, and collaborative training approach involving 49 phase A and phase C classroom teachers from 29 public and private elementary schools. The implementation method utilized the Participatory Learning and Action approach integrated with Lesson Study and Coaching and Mentoring, conducted through eight meetings encompassing workshops, technical assistance, implementation, monitoring, and evaluation. Results demonstrated a significant improvement in teacher competence, with the average pre-test score increasing from 58.78 to 90.61 on the post-test, representing an increase of 31.83 points. All participants successfully developed integrated co-curricular planning documents, and a teacher practitioner community was established. Thus, participatory-reflective training proved effective in enhancing teacher competence in designing co-curricular programs and can serve as a model for sustainable teacher professional development. Future studies should adopt longitudinal mixed-methods designs to examine the sustainability of teachers’ skills in creating holistic cocurricular after participatory-reflective training. Comparative research across education levels and regions beyond Batam is needed to test model transferability. Further inquiry should assess the actual quality of cocurricular products using validated rubrics and explore moderating variables such as school culture, principal support, and teacher workload. Qualitative analysis of teachers’ reflection depth could clarify how reflective practice transforms into design skills. Establishing teacher Communities of Practice is also recommended to sustain post-training impact and enable continuous peer feedback on cocurricular development.

Keywords


Co-curricular, holistic learning, Merdeka Curriculum, participatory training, teacher competence

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