Empowering Teachers’ Professional Competence through the PIKOLAK Training Model (Participatory, Integrative, and Collaborative) with a Blended Learning Approach in Humbang Hasundutan Regency

Abstract

This study applied a Research and Development (R&D) approach to design and evaluate the PIKOLAK Training Model Participatory, Integrative, and Collaborative—integrated with a blended learning format to improve teacher professional competence in Humbang Hasundutan Regency. The development process included needs analysis, model design, expert validation, and field testing. The blended learning structure combined face-to-face workshops with online modules, offering both flexibility and quality. Quantitative results showed a significant increase in teacher competency scores, rising from 65.2 (pre-test) to 83.7 (post-test) with p < 0.01. Qualitative data revealed enhanced teacher engagement, increased collaboration, and more effective teaching practices. Teachers expressed stronger ownership of their learning and found the program highly relevant to classroom needs. The model effectively blended adult learning principles with experiential and social learning theories, contributing to improved pedagogical outcomes. Overall, the PIKOLAK model proved to be a valid and practical framework for professional development, particularly in under-resourced areas. It offers scalable potential for broader use in similar educational contexts, ultimately supporting the advancement of teacher quality and student learning outcomes