IMPLEMENTASI PEER TEACHING TERINTEGRASI PEMBELAJARAN SOSIAL EMOSIONAL PADA PROYEK VIDEO MUROTTAL DI KELAS XII DKV

Abstract

Practical learning in vocational high schools requires students not only to master technical competencies but also to develop collaboration, communication, and social-emotional skills essential for workplace readiness. However, during video editing instruction using Adobe Premiere Pro in Class XII of the Visual Communication Design (DKV) program at SMK Negeri 1 Surabaya, students tended to rely heavily on the teacher when encountering technical difficulties, limiting peer interaction and collaborative learning. This study aimed to describe the implementation of peer teaching integrated with Social-Emotional Learning (SEL) in a project-based learning activity involving the production of murottal videos using students' own voice recordings. This study employed a descriptive qualitative approach using a best practice design. The participants were 36 twelfth-grade students of the Visual Communication Design program. Data were collected through classroom observations, documentation, and reflective notes and analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings indicate that integrating peer teaching into project-based learning shifted the learning process from a teacher-centered to a student-centered approach by fostering collaborative peer support. The implementation also promoted students' social-emotional competencies, including empathy, communication, teamwork, responsibility, and responsible decision-making. Furthermore, 30 out of 36 students successfully completed the murottal video project, while six students required additional guidance. The integration of Project-Based Learning, peer teaching, and Social-Emotional Learning enhanced learning quality, students' learning autonomy, collaboration, and technical competence in audiovisual production. This approach has the potential to serve as a best practice for vocational education to support the implementation of the Merdeka Curriculum and the development of 21st-century skills.