JRSSEM 2022, Vol. 01, No. 9, 1222 – 1230

E-ISSN: 2807 - 6311, P-ISSN: 2807 - 6494

DOI : 10.36418/jrssem.v1i9.139 https://jrssem.publikasiindonesia.id/index.php/jrssem/index

TRAINING NEEDS ASSESSMENT ON BLENDED LEARNING

MODEL MANAGEMENT TO IMPROVE TEACHERS’

COMPETENCE

Rustiyana

Achmad Sanusi

N. Dede Khoeriah

Daeng Arifin

1,2,3,4

Program Studi Ilmu Pendidikan, Sekolah Pascasarjana, Universitas Islam Nusantara,

Bandung, Indonesia

e-mail: rustiyana@unibba.ac.id

, sanusi@uninus.ac.id

, nenden195830@gmail.com

daengaripin@uninus.ac.id

*Correspondence: rustiyana@unibba.ac.id

Submitted: 26 March 2022, Revised: 05 April 2022, Accepted: 15 April 2022

Abstract. This research is motivated by the existence of gaps and problems in the low competence

of teachers in Indonesia. The implementation of blended learning model training is a solution to

improve teacher competence. The training will run effectively, efficiently as the target if it can

implement training management properly. The first stage of training management is Training

Needs Assessment. Training Needs Assessment (TNA) is the first stage in training management that

determines whether the next stage is successful or not. TNA is also a diagnostic process in order

to be able to determine/take pictures of the problems that are currently being faced and how the

challenges will be in the future and both of these things that must be fulfilled in the implementation

of the training. The purpose of this study is to describe and analyze TNA in blended learning model

training management in improving teacher competence at the Center for the Development and

Empowerment of Science Educators and Educators (PPPPTK) Bandung, West Java. The research

approach uses a qualitative approach with a case study method. The results showed that PPPPTK

IPA in implementing blended learning model training management in improving teacher

competence had implemented TNA with the stages of Analyze training needs and Identify training

objectives and criteria.

Keywords: training management; TNA; blended learning.

Rustiyana, Achmad Sanusi, N. Dede Khoeriah, Daeng Arifin                                             | 1223 
 
DOI : 10.36418/jrssem.v1i9.139      https://jrssem.publikasiindonesia.id/index.php/jrssem/index 
INTRODUCTION 
 
This  research  is  motivated  by  the 
existence of gaps and problems on the low 
competence of teachers in Indonesia that 
can be seen from the results of the Teacher 
Competency Test (UKG) still at 57 out of a 
maximum value of 100. Implementation of 
blended  learning  model  training  is  one 
solution to improve teacher competence   
The  training  on  the  blended  learning 
model  was  taken  against  the  background 
of: 1) Government Policy on Free Learning: 
(a)  Technology-based  National  Education 
Platform,  (b)  Teacher  training  must  be 
based  on  practice,  (c)  Student  Center,  2) 
Teacher quality/competence is still low: (a) 
Low UKG scores, (b) low PMP scores (CAR 
Standards), (c) not all teachers are qualified 
to  teach,  3)  Industrial  Era  4.0:  (a)  VUCA 
(Volatility,  Uncertainty,  Complexity, 
Ambiguity)  conditions,  (b)  )  Internet  of 
Think (IoT), (c) Edu 4.0 (Blended Learning, 
Teacher As Mentor, Teacher Learner). 
Furthermore,  training  management  is 
needed  so  that  the  training  objectives  of 
the  blended  learning  model  can  be 
achieved  properly  as  stated  by  (Hung, 
2011);  (Kang  &  Ritzhaupt,  2015);  (Pal, 
Wang, & Liang, 2017) training management 
is  one  of  the  most  important  factor  in 
dealing with the problem of implementing 
training  program  to  achieve  training 
objectives  that  have  been  set  effectively 
and efficiently  
Theory  of  training  management  from 
(Virág & Albu, 2014); (Sarfraz et al., 2020) 
which  mentions  four  processes/stages  of 
systematic training management as shown 
in Figure 1. 
 
 
 
 
Figure 1. Systematic Training Process 
 
As shown  in  figure 1., TNA is  the  first 
stage  in  training  management  that 
determines  whether  the  next  stage  is 
successful or not. TNA is also a diagnostic 
process  in  order  to  be  able  to 
determine/take  pictures  of  the  problems 
that are currently being faced and how the 
challenges will be in the future and both of 
these  things  that  must  be  fulfilled  in  the 
implementation  of  the  training  (Del-
Castillo-Feito,  Blanco-González,  &  Díez-
Martín,  2021);  (Vardien,  Richardson, 
Foxcroft,  Wilson,  &  Le  Roux,  2013); 
(Parkinson, Ward, Wilson, & Miller, 2017). 
Dealing  with  the  importance  of  TNA, 
this research will focus on the TNA aspect. 
So, the purpose of this study is to describe 
and  analyze  TNA  in  blended  learning 
model training management in increasing 
teacher  competence  at  the  Center  for 

1224 | Training Needs Assessment on Blended Learning Model Management to Improve

Teachers’ Competence

Development and Empowerment of PPPTK

IPA Bandung, West Java.

METHODS

The approach taken in this research is a

qualitative approach. According to

Kurniawan, (2018, p. 29), this research uses

qualitative data so that the analysis also

uses qualitative (descriptive) analysis or

describes naturalistic field findings or what

is according to field conditions.

Furthermore, the method used is the case

study method, according to Stake and Yin

in et al (Crewell, 2016, p. 19), Case Study

Research Methods is a research design

found in many fields. It uses specifically

evaluation where the researcher develops

an in-depth analysis of a case, often a

program, event, activity, process, or one or

more individuals. This is in line with the

objectives to be achieved, namely

describing and analyzing about TNA in

blended learning model training

management in improving teacher

competence.

The scope or object of the activity in

this research is the Competency

Improvement Training for the Head of the

Science Laboratory in Blended Learning

Mode at PPPPTK IPA which is located at

Jalan Diponegoro No. 12 Bandung City,

West Java Province. PPPPTK IPA is one of

the Technical Service Units (UPT) under the

Directorate General of GTK Kemdikbud

Ristek which has the task of carrying out the

development and empowerment of

educators and education personnel in

accordance with their fields, namely

Science.

Grand Theory of the TNA used in this

study using Mathis & Jackson (2010:260)

where the Training Needs Assessment

consists of:

1. Analyze training needs.

2. Identify training objectives and criteria.

One of the steps of research activities

that must be carried out in research is data

collection. Research data collection is

carried out by applying certain techniques

and instruments, according to the type of

data desired in the study. Crewell (2016,

pp. 254-255) suggests that there are four

types of data collection strategies in

qualitative research, namely: Qualitative

Observation, Qualitative Interviews,

Collecting Qualitative Documents and

Qualitative Audio and Video Materials.

The data processing technique used in

this research is by collecting data obtained

from various data collection techniques

(Qualitative Observations, Qualitative

Interviews, Collecting Qualitative

Documents, Qualitative Audio and Video

Materials). To analyze this research data, it

is necessary to take several steps or

procedures. The data analysis procedure

adopted in this study is based on the

opinion of Miles (2018) in (Artha, et al.,

2021, p. 117)

Figure 2. Analysis Technique

In figure 2, it can be seen that the data

Data

Collection

Data Display

Data

Reduction

Conclusions:

Drawing/Verifying

Rustiyana, Achmad Sanusi, N. Dede Khoeriah, Daeng Arifin | 1225

analysis technique is divided into four

activities, namely:

1. Data Collection, where the researcher

makes notes on the data collected

through observation, interviews and

documentation studies which are Field

notes.

2. Data Reduction (data reduction). which

can be interpreted as the process of

selecting, focusing and simplifying,

abstracting, and transforming rough

data that emerges from the results of

observations, interviews, and

documentation studies which are

written notes in the field.

3. Data Display, where the researcher in

analyzing can see what is going on, and

can make a decision whether to draw

conclusions or continue to do the

analysis that the presentation suggests

is useful.

4. Conclusions: Drawing/Verifying

(Drawing Conclusions), where

researchers review and discuss with

colleagues in developing inter-

subjective agreements. The final

conclusion not only takes place during

the data collection process, but also

needs to be verified so that it can truly

be accounted for.

RESULTS AND DISCUSSION

TNA is a diagnostic process in order to

determine/photograph the problems that

are currently being faced and how the

challenges will be in the future and both of

these things that must be met in the

implementation of training.

According to Rossett in (Purwaningrum,

Susilo, & Suryawati, 2021); (Rodríguez-

Sanjuán et al., 2010); (McLachlan, Burgess,

Wagner, & Freeman, 2019) describes the

Training Needs Assessment as an effort to

meet organizational needs for training.

These needs include the need to acquire

knowledge of new skills that were not

previously possessed (actual), obtain

optimal results from the planned training

(optimal), analyze the feelings that develop

when participants take part in the training

(feeling), identify the causes of difficulties

that arise. Arise regarding the skills to be

trained and the challenges that may be

faced (problems), as well as formulating the

best solutions so that training can be

carried out based on needs in the field

(solutions).

According to (Ferreira & Abbad, 2013)

Training Needs Assessment consists of:

1. Analyze training needs.

2. Identify training objectives and criteria.

To analyze training needs, accurate

information is needed and this information

is obtained from Organization-Wide

Sources, Job/Task Sources, and Individual

Employee Sources, while to identify

training objectives and criteria, this is done

by setting the objectives of the training, an

overview of the training program and what

criteria. used in training evaluation to

ensure the achievement of training

objectives.

Based on Permendikbud Number 20 of

2020 concerning the Organization and

Work Procedure of the Technical

Implementation Unit of the Ministry of

Education and Culture, the Center for the

Development and Empowerment of

Educators and Natural Science Education

Personnel (PPPPTK IPA) has positions,

duties and functions. The position of

1226 | Training Needs Assessment on Blended Learning Model Management to Improve

Teachers’ Competence

PPPPTK IPA is a technical implementing

unit of the Ministry of Education and

Culture in the field of developing and

empowering educators and educational

staff, while the task of PPPPTK IPA has the

task of carrying out the development and

empowerment of educators and education

personnel in accordance with their fields,

namely the development and

empowerment of Natural Science

Educators and Education Personnel.

The number of educators and

education personnel for the PPPPTK IPA

program is quite large, amounting to 240,

846 people, consisting of 108,540

elementary school teachers, 78,702 junior

high school teachers and 53,604 high

school teachers. There are 41,972

education staff (principals) at the junior and

senior high school levels, as well as 29,501

elementary, middle and high school

supervisors. Furthermore, there are 24,161

laboratory staff. The Head of the Science

Laboratory is a science teacher who has

received training from the Head of the

Laboratory.

A. Analyze Training

1. Organization-Wide Sources

Analysis

In PPPPTK IPA, the need for a

Head of Laboratory is based on

schools that already have adequate

laboratories. Of course, a Head of

the Science Laboratory is needed.

Not all schools in Indonesia have

adequate science laboratories. To

see the condition of the IPA

Laboratory, and its laboratory staff,

PPPPTK IPA has an application

called De-MIKROSKOP. De-

MIKROSKOP is a school science

laboratory data portal. This portal

contains profiles of science

laboratories (Physics, Chemistry,

Biology) in schools, including

profiles of laboratory heads,

laboratory assistants, laboratory

technicians, along with their

facilities and infrastructure.

From the application, it is

obtained that profiles throughout

Indonesia are needed as many as

5,162 laboratory heads.

Furthermore, in terms of

competence, there is still a lack of

certified and standardized

laboratory heads. Conditions in the

field indicate that there are teachers

who already have a Head of

Laboratory Decree (SK) from the

principal but do not have the

competence, and some have

attended training but are not

standardized. So that there is a gap

between the existing conditions

and the desired conditions in the

future, namely the availability of

certified and standardized

laboratory heads. With this, of

course, training is needed to

increase the competence of the

head of the science laboratory in

Indonesia.

In terms of training, the blended

learning model is also in line with

the current conditions where the

COVID-19 pandemic is still hitting

people so that people are forced to

minimize face-to-face contact, also

now in the Industry 4.0 era where

there are VUCA (Volatility,

Rustiyana, Achmad Sanusi, N. Dede Khoeriah, Daeng Arifin | 1227

Uncertainty, Complexity,

Ambiguity) conditions, and the

Internet of Think. IoT), as well as Edu

4.0 which directs in the field of

education, namely Blended

Learning, Teachers as Mentors, and

Learning Teachers. Furthermore,

from the aspect of infrastructure

(ICT, buildings, learning media) as

well as teachers at PPPPTK IPA have

supported the implementation of

blended learning model training.

2. Job Analysis/Task Sources

Analysis of the main tasks of a

Head of Science Laboratory

according to Permendiknas

Number 26 of 2008 concerning

Standards for School/Madrasah

Laboratory Personnel, the head of

the laboratory must master four

dimensions of competence, namely:

a. Personality Competence:

1) Present oneself as a mature,

steady, and noble person.

2) Demonstrate commitment

to the task.

b. Social Competence:

1) Cooperate in carrying out

tasks.

2) communicate orally and in

writing.

c. Managerial Competence:

1) Plan activities and

development of

school/madrasah

laboratories.

2) Manage school/madrasah

laboratory activities.

3) Dividing the duties of

technicians and

school/madrasah laboratory

assistants.

4) Monitoring

school/madrasah laboratory

facilities and infrastructure.

5) Evaluating the performance

of technicians and

laboratory assistants as well

as school/madrasah

laboratory activities.

d. Professional Competence:

1) Applying ideas, theories, and

principles of school/madrasah

laboratory activities.

2) Utilizing laboratories for

educational and research

purposes at

schools/madrasahs.

3) Maintain occupational health

and safety in school/madrasah

laboratories.

3. Individual Employee Analysis

PPPPTK IPA identified that the

current Head of the Science Laboratory

does not have the expected

competencies as mandated by the

IPAPermendiknas Number 26 of 2008

concerning Standards for

School/Madrasah Laboratory Personnel,

especially Managerial and Professional

Competencies.

B. Identify training objectives and

criteria

At this stage, it is done by setting

the training objectives, PPPTK IPA has

set the training objectives, where the

purpose of the Training for

Strengthening the Head of the

Laboratory is to increase the

strengthening of managerial

competence and professional

1228 | Training Needs Assessment on Blended Learning Model Management to Improve

Teachers’ Competence

competence for science teachers in

SMP/SMA who are given additional

duties as head of the laboratory. The

details of the managerial and

professional competence of the head of

the laboratory can be seen in table 1

below.

Table 1. Managerial and Professional Competencies of Head of Laboratory

Dimension

Competence

Managerial

a. Planning activities and development of school/madrasah laboratories.

b. Managing school or madrasah laboratory activity.

c. Divide the duties of technicians and laboratory, laboratory

technician/madrasahs.

d. Monitor school/madrasah laboratory facilities and infrastructure.

e. Evaluate the performance of technicians and laboratory assistants as well

as school or madrasah laboratory activities.

Professional

a) Apply ideas, theories, and principles of school/madrasah laboratory

activities.

b) Utilize laboratories for educational and research purposes in

school/madrasah.

c) Maintain occupational health and safety in school/madrasah laboratories.

As for the criteria that will be used

for Training Evaluation is to use the

level of evaluation

1. Reaction

At this stage, the criteria for

evaluating the reaction of the

trainees to the implementation of the

training are set in which the

participants assess the training the

style of the instructor, and the

benefits of the training for them.

PPPPTK IPA reaction evaluation

criteria have been determined by

looking at the extent of the

participants' reactions or perceptions

towards the implementation of the

training. Evaluation of reactions used

by distributing questionnaires to

trainees.

2. Learning

At this stage, the criteria for

evaluating the participants are

determined on the absorption

capacity of the training program

participants to the training materials

they have attended. At this stage, the

PPPTK IPA has determined the

graduation criteria for participants in

participating in the training, for

example consisting of assessments of

pretest, posttest, assignments,

attendance and implementation of

On the Job Learning which

participants participate in.

3. Behavior

At this stage, the criteria for

evaluating the behavior of the

trainees are set after returning to

their workplace/educational unit

Rustiyana, Achmad Sanusi, N. Dede Khoeriah, Daeng Arifin                                             | 1229 
where  they  work.  At  PPPPTK  IPA  at 
this stage determine what behavioral 
criteria must be possessed at the time 
after  the  implementation  of  the 
results  of  the  training  in  their 
respective schools. 
 
CONCLUSIONS 
 
The conclusion of this study is that: 1. 
Training  Needs  Assessment  (TNA)  on 
blended  learning  model  training 
management  in  increasing  teacher 
competence  at  the  Center  for  the 
Development  and  Empowerment  of 
Science Educators and Educators (PPPPTK) 
IPA Bandung, West Java, especially TNA on 
Management of Competency Improvement 
Training  for  the  Head  of  the  Science 
Laboratory in Blended Learning Mode has 
been  carried  out  in  stages  1)  Analyze 
training (analyzing training needs), and 2) 
Identify  training  objectives  and  criteria 
(identification  of  training  objectives  and 
criteria).  2.  Analyze  training  (analyzing 
needs) training is carried out by looking at 
the analysis of Organization-Wide Sources, 
Job/Task Sources, and Individual Employee 
Analysis. 3. Identify training objectives and 
criteria (identification of training objectives 
and  criteria)  is  carried  out  by  setting  the 
training  objectives,  namely  Strengthening 
the Head of the Laboratory is to increase 
the  strengthening  of  managerial 
competence and professional competence 
for  SMP/SMA  science  teachers  who  are 
given  additional  duties  as  head  of  the 
laboratory,  while  the  criteria  used  for 
training  evaluation  use  the  reaction, 
learning, behavior, and result. 
 
 
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for possible open access publication  
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(https://creativecommons.org/licenses/by-sa/4.0/). 
 