MANAGEMENT OF TEACHER COMPETENCY IN DISIGNING CO-CURRICULAR PROGRAMS BASED ON HOLISTIC LEARNING

Sumarni Sumarni, Enang Munandar, Alpino Susanto, Hendri Arulan, Eva Yenida, Jumadi Jumadi, Heri Supratiyo, Ramli Ramli, Citra Winaria Sirait, Sriyanti Sriyanti

Abstract


The management of teacher competency improvement in designing co-curricular programs still faces challenges, particularly in systematically integrating planning, organizing, implementing, and evaluating functions. This study aims to analyze the management process of teacher competency improvement in designing holistic learning-based co-curricular programs in Sei Beduk District, Batam City. A qualitative case study design was employed. The study involved 49 elementary school teachers from 29 public and private schools, along with 12 key informants selected purposively. Data were collected through participatory observation, in-depth interviews, documentation study, and pre-test and post-test assessments. Data analysis used the Miles, Huberman, and Saldana model, supported by descriptive statistics. The findings reveal that the collaborative and reflective implementation of POAC management functions (Planning, Organizing, Actuating, Controlling) significantly improved teacher competencies, with mean scores increasing from 58.78 in the pre-test to 90.61 in the post-test (a gain of 31.84 points). Teachers also demonstrated strengthened reflective, collaborative, and innovative attitudes in designing co-curricular programs. This study concludes that collaborative-reflective training management is effective for improving teacher competencies in the context of the Merdeka Curriculum. These results are recommended as a model for Education Offices and KKG/K3S in designing sustainable teacher professional development programs

Keywords


competency improvement management, co-curricular program, holistic learning, POAC, case study

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References


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