Teacher Learning Reflections: Advancing Deep Learning Pedagogy in Vocational Education
DOI:
https://doi.org/10.66599/wp.v1i1.5Keywords:
coaching, community, deep learning approach, formative assessment, learning reflection, professional development, professional learning, vocational teachersAbstract
Purpose: Penelitian ini bertujuan memotret tingkat dan profil praktik refleksi guru SMK serta menganalisis hubungannya dengan kualitas praktik mengajar dalam kerangka deep learning guna mengatasi variasi mutu instruksional berkelanjutan. Method: Menggunakan desain survei deskriptif kuantitatif. Data dikumpulkan melalui instrumen kuesioner skala Likert yang disebarkan kepada sampel 1.294 guru SMK di Indonesia melalui teknik non-probability purposive/snowball sampling. Analisis menggunakan statistik deskriptif (rata-rata, persentase, kategorisasi rendah-sedang-tinggi) dan visualisasi indikator refleksi. Findings: Hasil menunjukkan praktik refleksi guru berada pada kategori tinggi, khususnya dimensi praktis dan kritis, sedangkan dimensi emosional lebih bervariasi. Pada aspek proses, guru kuat dalam deskripsi pengalaman, analisis/evaluasi, dan identifikasi pembelajaran. Dampak paling efektif terlihat pada perkembangan profesional dan keterlibatan siswa. Respon subjek mengonfirmasi bahwa refleksi terstruktur berkontribusi pada peningkatan instruksional. Practical implications: Memberikan panduan bagi guru untuk menjadwalkan waktu refleksi khusus, menggunakan rubrik pertanyaan panduan dan data formatif (termasuk Tes Kompetensi Akademik), serta mengoptimalkan coaching/PLC untuk tindak lanjut pembelajaran. Originality: Studi ini memberikan kontribusi unik berupa pemetaan empiris berskala besar (1.294 guru) mengenai profil refleksi guru vokasi yang mengintegrasikan sumber mandiri dan eksternal dalam ekosistem deep learning.
Purpose: This study aims to examine the level and profile of vocational school teachers' reflection practices and analyze their relationship with teaching quality within a deep learning framework to address unsustainable instructional improvements.Method: A quantitative descriptive survey design was employed. Data were gathered using a Likert-scale questionnaire distributed to a sample of 1,294 vocational school teachers in Indonesia selected via non-probability purposive/snowball sampling. Analysis involved descriptive statistics (mean, percentage, low-medium-high categorization) and visualization per reflection indicator.Findings: The results indicate that teachers' reflection practice is at a high level, particularly in the practical and critical dimensions, while the emotional dimension is more varied. Regarding the process aspect, teachers demonstrate strong capacity in experience description, analysis/evaluation, and learning identification. The most effective impact is observed in professional development and student engagement. Subjects' responses confirm that structured reflection contributes to sustainable instructional enhancement.Practical implications: Provides actionable guidelines for teachers to schedule dedicated reflection time, utilize guided question rubrics and formative data (including Academic Competency Tests), and leverage coaching/PLCs for instructional follow-up.Originality: This study offers a unique contribution by presenting a large-scale empirical mapping (1,294 teachers) of vocational teachers' reflection profiles that integrates self-directed and external sources within a deep learning ecosystem.
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