Teachers Pedagogical Competence Development through In-House Training: A Strategic Response to Curriculum Implementation Challenges

Abstract

One of the efforts to enhance teachers pedagogical competence is through the In-House Training (IHT) program conducted within the internal school environment. This study aims to examine the application of the Kirkpatrick Evaluation Model in the In-House Training Program for Improving Teachers Pedagogical Competence at Junior High School 39 Bandung. The research employs a descriptive-evaluative approach with a qualitative method. Data were collected through interviews with teachers and the school principal at Junior High School 39 Bandung. Based on the research conducted using Kirkpatrick's four-level evaluation model—reaction, learning, behavior, and results—the findings indicate that the implementation of the In-House Training program has been effective. This is evident from the participants' responses, which reflect satisfaction and the ability to apply the knowledge gained, particularly regarding the material on the Implementation of the Merdeka Curriculum. The observed changes in the participants demonstrate that the In-House Training has achieved its intended outcome, aligning with one of the program's primary objectives: improving teachers' pedagogical competence.