Guru sebagai Hybrid Teacher dan Konten Kreator untuk Meningkatkan Hasil Pendidikan

Abstract

This research aims to analyze the role of teachers as Hybrid Teachers who combine face-to-face and online learning and as content creators in improving educational outcomes. The approach used is qualitative with a case study type. This research was conducted at Vocational School NU Darussalam Rejoagung, Srono, Banyuwangi, Indonesia. Data collection techniques include in-depth interviews, participant observation, documentation, and audio analysis, while data analysis was carried out using Miles and Huberman's interactive model. The validity of the data was checked through triangulation of sources, methods and observers. The research results show that teachers who adopt the Hybrid Teacher model are able to increase learning effectiveness through the use of interesting and interactive digital content. However, there are obstacles such as low technological skills of teachers, limited infrastructure, and gaps in digital access among students because this school is Islamic boarding school-based and follows foundation policies that limit the use of the internet and digital technology-based learning media. Therefore, intensive training and educational policy support are needed to optimize the role of hybrid teachers. The contribution of this research provides insight for policy makers and educational institutions in designing teacher development strategies in the digital era. The Hybrid Teacher model can be an innovative solution in creating more inclusive, flexible and effective learning.