Penerapan Personal Mastery Dan Team Learning Untuk Meningkatkan Kompetensi Pedagogik Guru Dalam PJBL Di SMK

Collaboration between general and vocational subject teachers is essential for implementing Project-Based Learning (PjBL) in vocational high schools to integrate vocational competencies with knowledge from various subject areas. Such collaboration requires pedagogical competence and the ability to work together in designing and implementing contextual projects. This school action research aimed to analyze the process and outcomes of implementing the Personal Mastery and Team Learning disciplines to improve teachers' pedagogical competence in implementing PjBL at SMK Kristen Kotamobagu. The participants were five teachers of Grade XI Light Vehicle Engineering (TKR), consisting of one vocational subject teacher and four general subject teachers (Mathematics, History, Indonesian Language, and English). The study followed the Kemmis and McTaggart model and was conducted over two cycles, each comprising planning, action, observation, and reflection. Data were collected using Personal Mastery and Team Learning assessment rubrics, a teacher pedagogical competence assessment instrument for PjBL, collaborative lesson plan review sheets, coaching reflection journals, and student achievement tests. The findings showed that, before the intervention, the teachers' average pedagogical competence was at Level ≤ 1 (Initial). Following the interventions in Cycles I and II, all participants (100%) demonstrated improvements in pedagogical competence, reaching scores of 3.4–3.7, categorized as Developing to Proficient (scores ≥ 3.0). Furthermore, 80% of the teachers (4 out of 5) met the success criteria for Personal Mastery and Team Learning, achieving scores of ≥ 3.0 (75%). These findings indicate that implementing the Personal Mastery and Team Learning disciplines can improve teachers' pedagogical competence in planning, implementing, and evaluating interdisciplinary PjBL in vocational high schools. ABSTRAK Kolaborasi antara guru mata pelajaran umum dan kejuruan penting dalam pelaksanaan Project-Based Learning (PjBL) di SMK agar pembelajaran mengintegrasikan kompetensi kejuruan dengan pengetahuan lintas mata pelajaran. Kolaborasi tersebut memerlukan kompetensi pedagogik dan kemampuan bekerja sama dalam merancang serta melaksanakan proyek yang kontekstual. Penelitian ini merupakan penelitian tindakan sekolah yang bertujuan untuk menganalisis proses dan hasil penerapan disiplin Personal Mastery dan Team Learning dalam meningkatkan kompetensi pedagogik guru pada pelaksanaan Project Based Learning (PjBL) di SMK Kristen Kotamobagu. Subjek penelitian terdiri dari lima orang guru kelas XI Teknik Kendaraan Ringan (TKR), yang meliputi satu orang guru mata pelajaran kejuruan (produktif TKR) dan empat orang guru mata pelajaran umum (Matematika, Sejarah, Bahasa Indonesia, dan Bahasa Inggris). Penelitian dilaksanakan menggunakan rancangan Penelitian Tindakan Sekolah (PTS) model Kemmis & McTaggart melalui dua siklus, dengan tahapan perencanaan, tindakan, pengamatan, dan refleksi. Data dikumpulkan menggunakan instrumen rubrik penilaian Personal Mastery, rubrik Team Learning, instrumen penilaian Kompetensi Pedagogik Guru PjBL, lembar penelaahan RPP kolaboratif, jurnal refleksi coaching, serta tes hasil belajar siswa. Hasil penelitian menunjukkan bahwa pada kondisi awal (pra-siklus), rata-rata kompetensi pedagogik guru berada pada Level ≤ 1 (Awal). Setelah dilakukan intervensi tindakan pada Siklus I dan Siklus II, kompetensi pedagogik seluruh subjek (100%) mengalami peningkatan signifikan hingga mencapai Level 3,4–3,7 dengan kategori Berkembang hingga Mahir (skor ≥ 3,0). Selain itu, persentase ketuntasan disiplin Personal Mastery dan Team Learning mencapai 80% (4 dari 5 guru mencapai skor ≥ 3,0/75%), yang menandakan tercapainya indikator keberhasilan proses. Dengan demikian, penerapan disiplin Personal Mastery dan Team Learning terbukti efektif meningkatkan kompetensi pedagogik guru dalam merencanakan, melaksanakan, dan mengevaluasi PjBL lintas disiplin di SMK.