PENINGKATAN KOMPETENSI PENELITIAN DAN PENULISAN KARYA ILMIAH MELALUI PENDAMPINGAN KOLABORATIF BAGI GURU BAHASA INGGRIS SMK DKI JAKARTA

Abstract

Abstrak: Publikasi ilmiah merupakan salah satu persyaratan kenaikan jabatan guru, tetapi guru bahasa Inggris SMK di DKI Jakarta masih menghadapi kendala dalam melaksanakan penelitian dan menyusun artikel ilmiah. Kegiatan pengabdian kolaboratif ini bertujuan meningkatkan hardskill berupa keterampilan metodologi penelitian dan penulisan ilmiah serta softskill berupa kepercayaan diri dan kemampuan berpikir reflektif-analitis dalam merancang proposal penelitian reflektif, melaksanakan penelitian, dan menyusun draf artikel jurnal. Kegiatan tahap pertama tahun pertama difokuskan pada workshop penyusunan proposal penelitian reflektif kelas dengan metode gabungan berupa pelatihan teoretis dan pendampingan klinis secara hybrid melalui Zoom dan tatap muka. Sebanyak 80 guru berpartisipasi dan dibimbing dalam kelompok kecil. Evaluasi dilakukan melalui observasi partisipatif, penilaian draf proposal, serta pre-test dan post-test untuk mengukur N-Gain. Hasil menunjukkan 72 peserta (90%) berhasil menyusun draf proposal lengkap. Hardskill meningkat sebesar 70,0% N-Gain, sedangkan softskill kepercayaan diri dan refleksi kritis meningkat sebesar 74,1%. Pendekatan hybrid kolaboratif efektif meningkatkan keterampilan akademis dan sikap reflektif guru SMK secara terukur dan berkelanjutan dalam praktik penelitian pendidikan.

Abstract: Scientific publications are one of the requirements for teacher promotion, but vocational high school English teachers in DKI Jakarta still face challenges in conducting research and writing scientific articles. This collaborative community service initiative aims to enhance hard skills specifically research methodology and scientific writing as well as soft skills such as self-confidence and the ability to think reflectively and analytically in designing reflective research proposals, conducting research, and drafting journal articles. The first-phase activities in the first year focused on a workshop for drafting reflective classroom research proposals using a blended approach that combined theoretical training and clinical mentoring via a hybrid format using Zoom and in-person sessions. A total of 80 teachers participated and were guided in small groups. Evaluation was conducted through participatory observation, assessment of proposal drafts, and pre- and post-tests to measure N-Gain. The results showed that 72 participants (90%) successfully drafted complete proposals. Hard skills improved by 70.0% N-Gain, while the soft skills of self-confidence and critical reflection increased by 74.1%. The collaborative hybrid approach was effective in measurably and sustainably enhancing the academic skills and reflective attitudes of vocational high school teachers in educational research practice.