PENGUATAN KOMPETENSI PROFESIONAL GURU SMK BINA VOKASI NUSANTARA MELALUI PELATIHAN PENGUASAAN MODEL-MODEL PEMBELAJARAN - Yasnita Yasnita; Nur Rini Tri Desvania; Henu Ari Wijanarko; Chiquitita Nikita Budi Putri; Ibrahim Caesarromeo Sasongko (Lembaga Penelitian dan Pengabdian kepada Masyarakat Universitas Negeri Jakarta, 2025)
Transformasi pendidikan vokasi menuntut guru memiliki kompetensi profesional yang unggul secara teknis, dan adaptif terhadap perubahan paradigma pembelajaran. Kegiatan Pengabdian kepada Masyarakat ini bertujuan untuk meningkatkan kompetensi profesional guru melalui pelatihan penguasaan model-model pembelajaran inovatif di SMK Bina Vokasi Nusantara, Kabupaten Bogor. Program dirancang berdasarkan prinsip andragogi, refleksi, dan kolaborasi yang memposisikan guru sebagai pembelajar aktif. Sebanyak 21 guru mengikuti pelatihan selama enam jam efektif yang meliputi seminar interaktif, diskusi kelompok, simulasi pembelajaran, dan refleksi praktik mengajar. Data dikumpulkan melalui observasi partisipatif, angket skala Likert, dan wawancara reflektif, kemudian dianalisis secara triangulatif. Hasil evaluasi kegiatan menunjukkan peningkatan signifikan dalam pemahaman guru terhadap model pembelajaran aplikatif dan dorongan untuk berinovasi di kelas dengan skor rata-rata keseluruhan 4,83 (kategori sangat tinggi). Selain peningkatan pengetahuan dan keterampilan pedagogik, pelatihan ini juga menumbuhkan learning community yang memperkuat budaya kolaboratif di sekolah. Pelatihan berbasis pengalaman dan refleksi ini terbukti efektif dalam mengembangkan profesionalisme guru vokasi serta mendukung pencapaian Sustainable Development Goal (SDG) ke-4 tentang pendidikan berkualitas. Abstract The transformation of vocational education requires teachers to possess superior technical professional competence and adaptability to shifts in learning paradigms. This community service program aims to enhance teachers’ professional competence through training on innovative learning models at SMK Bina Vokasi Nusantara, Bogor Regency. The program was designed based on the principles of andragogy, reflection, and collaboration, positioning teachers as active learners. A total of 21 teachers participated in a six-hour effective training consisting of interactive seminars, group discussions, learning simulations, and teaching practice reflections. Data were collected through participatory observations, Likert-scale questionnaires, and reflective interviews, and were then analyzed using a triangulation approach. The evaluation results show a significant improvement in teachers’ understanding of applicable learning models and their motivation to innovate in the classroom, with an overall average score of 4.83 (very high category). In addition to increasing pedagogical knowledge and skills, the training also fostered a learning community that strengthened the collaborative culture within the school. This experience- and reflection-based training proved effective in developing the professionalism of vocational teachers and supporting the achievement of Sustainable Development Goal (SDG) 4 on quality education.