Technology-Enhanced Blended Mentoring through the “Coment Coach by DJK” Model: Effects on Vocational Teachers’ Pedagogical Competence and Instructional Design Quality

Abstract

Non-education vocational teachers in Indonesia are often recruited from industry for their technical expertise but lack formal pedagogical training, creating challenges in designing effective classroom instruction. Conventional supervision systems are typically administrative and unable to provide continuous, context-specific support. This study evaluates the effectiveness of the “Coment Coach by DJK” model, a technology-enhanced blended mentoring programme that integrates collaborative mentoring, IGROW coaching, and an S.id microsite functioning as a Technology-Enhanced Professional Learning Environment (TEPLE). Using a Research and Development (R&D) approach, a field test was conducted with 70 vocational teachers in Palembang, Indonesia. Data were collected through a 30-item pedagogical competence test and a standardized lesson plan (RPP) assessment rubric and analyzed using paired Z-tests and Normalized Gain (N-Gain) scores. The results revealed significant improvements in pedagogical competence, with mean scores increasing from 55.66 to 78.94 (Z = 22.97, p < 0.05; N-Gain = 52.6%), and in lesson plan quality, with scores rising from 2.50 to 3.50 on a four-point scale (Z = 39.571, p < 0.001; N-Gain = 67.0%). Expert validation indicated high model feasibility (95.6%). These findings demonstrate that the model provides a validated, scalable, and cost-effective framework for vocational teacher professional development in resource-constrained settings.