Integrasi Diagnosis Kebutuhan Industri, Coaching Kepala Sekolah, dan Refleksi Kolaboratif sebagai Mekanisme Transformasi Praktik Pembelajaran Guru Integration of Industry Needs Diagnosis, Principal Coaching, and Collaborative Reflection as a Mechanism for Transforming Teachers’ Instructional Practices

Abstract

Transforming instructional practices in vocational high schools (SMK) requires connections among the needs of the world of work, school leadership decisions, and instructional actions. This study aimed to explain the integration of the diagnosis of industry needs, principal coaching, and collaborative reflection as a mechanism for changing teachers’ instructional practices across six vocational high schools in Sorong Regency, Papua Barat Daya. The study used a qualitative approach with a multisite case study design. Data were obtained from interviews, observations, field notes, school documents, SORO-NG diagnostic results, coaching worksheets from Cycles I and II, action plans, logbooks, teaching journals, documentation of practical instruction and Teaching Factory, communication with partners, and Collaborative Inquiry minutes. The analysis traced connections among the identification of industry needs, the mapping of school gaps, goal setting through GROW coaching, the implementation of actions, and follow-up reflection. The results showed that diagnosis helped schools identify gaps in curricula, instructional materials, teacher competencies, practical training facilities, and partnerships. Coaching helped translate these gaps into priorities and context-specific action plans, while collaborative reflection was used to review implementation and determine adjustments. Changes were documented in instructional materials, teaching journals, the Teaching Factory, practitioner involvement, and the use of partner facilities, with patterns varying across schools. However, the uneven availability of classroom observation evidence and individual-level measurements limits the extent to which the findings can be interpreted as measurable improvements in each teacher’s competencies. This study explains instructional transformation as a cyclical organizational process and emphasizes the importance of integrating diagnosis, support, and reflection while considering school readiness, leadership stability, resources, and the sustainability of partnerships.