<![CDATA[This study set out to develop and pilot-test a training module to strengthen work-team performance and collaboration within a School Violence Prevention and Handling Team (TPPKS) that operates under the mandate of Permendikbudristek No. 46 of 2023. We opened with a qualitative needs assessment of an active TPPKS and found recurring collaboration problems, including low participation, unclear roles, and slow case handling. Drawing on Kolb’s experiential learning cycle and social interdependence theory we designed a module that moves through ice-breaking and a video into a positive-versus-negative team role-play and then through reflection and concept delivery toward action planning. Because the session was a trial we recruited master’s students to stand in as proxies for genuine team members and ran a one-group pretest-posttest pre-experimental design in which eleven participants supplied the data we processed in IBM SPSS Statistics while we examined concept-level patterns thematically in NVivo. Pretest and posttest means turned out identical at 76.36 and produced no significant difference at t(10) = 0.000 and p = 1.000 and N-gain = 0.00 even as score variability fell from a standard deviation of 15.02 down to 8.09. The NVivo analysis showed that understanding of the core constructs improved while several applied items declined, and we conclude that within a high-baseline proxy sample the module did not lift mean understanding because a ceiling effect constrained it and yet it homogenized and reshaped the key concepts in a way that makes the module feasible once it is refined and retested with real team members.]]>
Copyrights © 2026
