Feasibility of Collaborative Learning Training Model with LCTL Approach; Pedagogic Competence

Abstract

The Collaborative Learning (CL) Training Model through the LCTL approach helps understand pedagogic competencies, student characteristics and skills in compiling learning tools. This study aims to determine the feasibility of CL training model in improving teacher pedagogic. This study used ADDIE's research design. The research sample consisted of 60 teachers in a cluster group in the Sidoarjo temple corps. Data collected through feasibility results can be used for follow-up in making revisions. In this study using quantitative descriptive statistical analysis techniques. Based on the eligibility criteria of design experts in the LCTL model, an average percentage of 94.53% or within the criteria is very feasible. The eligibility criteria for experts in textbook devices in the CL model obtained an average percentage of 91.75% or included in the eligibility criteria.  The eligibility criteria for experts in the Training Event Unit (SAP) in the CL model obtained an average percentage of 83.33% or included in the very feasible criteria. Looking at the results of the study, it can be concluded that the CL model has proven feasible for improving teacher pedagogic, understanding, compiling learning tools, and student characteristics. Evidence based on expert reviews found that the conclusion of CL syntax can be categorized as having novelty based on aspects of model rationality and is suitable for use in training and can improve teacher competence according to their level and needs.