Peningkatan Kompetensi Manajemen Kelas Berbasis PAKEM Melalui Experiential Learning Workshop Bagi Guru

Abstract

This study aims to analyze the effectiveness of experiential learning workshops in improving teachers' pedagogical competencies, particularly in terms of conceptual understanding, design skills, and PAKEM-based classroom management skills. This study uses an action research design with a mixed-method approach. There were 20 participants, all of whom were teachers at SDIT Banyumulek Lombok Barat. Data were collected through validated pre-tests and post-tests, semi-structured interviews, and documentation. Quantitative data were analyzed using descriptive and inferential statistical tests (Paired Sample t-test), while qualitative data were analyzed thematically. The results showed a significant increase in all three competency indicators: (1) Conceptual understanding of classroom management increased from 45% to 90% (p < 0.001); (2) The ability to design interactive learning increased from 60% to 80% (p < 0.01); (3) Simulation skills in classroom management increased from 65% to 85% (p < 0.01). Thus, the learning workshop proved to be effective in holistically improving teachers' classroom management competencies. This study recommends a continuous teacher professional development program based on concrete experiences and supported by post-training mentoring to ensure the sustainability of the impact.

Keywords: Classroom Management, PAKEM, Teachers Professional Development, Experiential Learning.

Abstrak: Penelitian ini bertujuan untuk menganalisis efektivitas experiential learning workshop dalam meningkatkan kompetensi pedagogik guru, khususnya pada aspek pemahaman konseptual, kemampuan merancang, dan keterampilan praktik manajemen kelas berbasis PAKEM. Penelitian ini menggunakan desain action research dengan pendekatan mixed-method. Partisipan berjumlah 20 orang guru SDIT Banyumulek Lombok Barat. Data dikumpulkan melalui pre-test dan post-test yang divalidasi, wawancara semi-terstruktur, dan dokumentasi. Analisis data kuantitatif menggunakan uji statistik deskriptif dan inferensial (Paired Sample t-test), sedangkan data kualitatif dianalisis secara tematik. Hasil penelitian menunjukkan peningkatan yang signifikan pada ketiga indikator kompetensi: (1) Pemahaman konseptual manajemen kelas meningkat dari 45% menjadi 90% (p < 0.001); (2) Kemampuan merancang pembelajaran interaktif meningkat dari 60% menjadi 80% (p < 0.01); (3) Keterampilan simulasi pengelolaan kelas meningkat dari 65% menjadi 85% (p < 0.01). Dengan demikian learning workshop terbukti efektif dalam meningkatkan kompetensi manajemen kelas guru secara holistik. Studi ini merekomendasikan program pengembangan profesi guru yang berkelanjutan, berbasis pengalaman konkret, dan didukung pendampingan pasca-pelatihan untuk memastikan keberlanjutan dampak

Kata kunci: Manajemen Kelas, PAKEM, Pengembangan Profesi Guru, Experiential Learning.