Teachers’ and Students’ Perceptions of the Implementation of Collaborative-Based Writing Learning in Vocational Schools (SMK)

Abstract

This study aims to explore teachers' and students' perceptions of the implementation of collaborative writing learning in Vocational High Schools (SMK). Using a qualitative approach, this study involved three teachers and eight students from various departments at SMK Nurul Hikmah, Bogor Regency. Data were collected through in-depth interviews to obtain their views and experiences regarding the implementation of the collaborative writing learning model. The results showed that most students felt significant benefits from this collaborative learning model in improving their writing skills. Collaboration between students in groups allowed them to share ideas and provide constructive feedback, which enriched their writing. However, some students faced challenges in terms of group coordination and uneven distribution of tasks. From the teachers' perspective, there were positive views towards the implementation of this learning model. Teachers acknowledged that collaborative learning was able to improve students' writing skills and help them better understand scientific report texts. However, challenges faced by teachers included limited time to provide in-depth guidance and limited resources to support effective collaborative learning. This study contributes to the development of collaborative learning models in vocational education, particularly in improving students' scientific report writing skills. These findings are expected to serve as a reference in optimizing collaboration-based learning in vocational schools and provide insights for the development of education policies in Indonesia.