Refleksi pembelajaran guru: peningkatan kualitas pengajaran mendalam di Sekolah Vokasi
DOI:
https://doi.org/10.66599/wp.v1i2.7Kata Kunci:
Pengembangan Profesional , Komunitas Pembelajaran Profesional, Pembelajaran Mendalam, Guru Vokasi, Refleksi PembelajaranAbstrak
Purpose: Penelitian ini bertujuan memetakan tingkat dan profil refleksi guru Sekolah Menengah Kejuruan (SMK) di Indonesia untuk meningkatkan kualitas pengajaran berbasis pembelajaran mendalam guna mengatasi tingginya Tingkat Pengangguran Terbuka lulusan vokasi (8,00%). Method: Menggunakan survei deskriptif kuantitatif lintas sektoral dengan kuesioner skala Likert yang disebarkan kepada 1.294 guru SMK di Indonesia melalui teknik purposive dan snowball sampling. Data dianalisis secara deskriptif dan dikategorikan ke dalam tingkat rendah, sedang, dan tinggi. Findings: Praktik refleksi guru berada pada kategori tinggi, didominasi oleh dimensi kritis (90,34%) dan praktis (89,88%), sedangkan dimensi emosional relatif bervariasi (76,43%). Pemanfaatan sumber eksternal (85,32%) dan alat refleksi mandiri (80,91%) tergolong tinggi. Dampak utama refleksi tercermin pada pengembangan profesional (83,08%) dan keterlibatan siswa (81,76%), diikuti perubahan praktik mengajar (69,40%) dan pemahaman siswa (55,87%). Practical implications: Manajemen sekolah perlu melembagakan alokasi waktu refleksi terstruktur (30–45 menit/minggu), memanfaatkan data penilaian formatif dan ANBK, serta memperkuat Komunitas Pembelajaran Profesional (PLC) dan coaching kepemimpinan instruksional kepala sekolah. Originality/value: Studi ini memberikan bukti empiris berskala nasional mengenai pemetaan multidimensi refleksi guru vokasi dan ekosistem pendukungnya dalam kerangka deep learning di negara berkembang.
Purpose: This study aims to profile the reflection practices of Indonesian vocational high school (SMK) teachers and evaluate their relationship with deep learning instructional quality to address the high vocational graduate unemployment rate (8.00%). Method: A cross-sectional quantitative descriptive survey was conducted using a Likert-scale questionnaire administered to 1,294 vocational teachers across Indonesia selected via purposive and snowball sampling. Data were analyzed descriptively across low, medium, and high categories. Findings: Teachers exhibited high reflection levels, dominated by critical (90.34%) and practical (89.88%) dimensions, whereas emotional reflection showed greater variance (76.43%). Reliance on external sources (85.32%) and self-reflection tools (80.91%) was high. The most significant impacts occurred in professional development (83.08%) and student engagement (81.76%), followed by instructional practice adaptations (69.40%) and student comprehension (55.87%). Practical implications: School leadership must institutionalize dedicated reflection time (30–45 minutes weekly), leverage national/formative assessment data, and strengthen Professional Learning Communities (PLCs) alongside principal instructional coaching. Originality/value: This paper offers pioneering nationwide empirical evidence regarding the multidimensional reflection profiles of vocational educators and ecosystem supports within a deep learning framework in an emerging economy.
Referensi
Akbari, R. (2007). Reflections on reflection: A critical appraisal of reflective practices in L2 teacher education. System, 35(2), 192–207. Crossref
Alshammari, R., & Alrashidi, O. (2025). Investigating teachers’ attitudes towards reflection and the frequency of their reflective practices in the Saudi context. Humanities and Social Sciences Communications, 12(1), Article 5374. Crossref
Badan Pusat Statistik. (2024). Jumlah sekolah, guru, dan murid Sekolah Menengah Kejuruan (SMK) di bawah Kemendikdasmen menurut provinsi, 2024/2025 [Tabel statistik]. Crossref
Boud, D., & Walker, D. (1998). Promoting reflection in professional courses: The challenge of context. Studies in Higher Education, 23(2), 191–206. Crossref
Direktorat Sekolah Menengah Kejuruan. (2025). Bersiap menuju ANBK 2025: SMK perkuat pondasi pembelajaran. Kementerian Pendidikan Dasar dan Menengah. Crossref
ElSayary, A., Karaki, S., & Ahmed, R. (2025). Exploring reflective practices in blended learning: A deep dive into educators’ in-action and on-action perspectives in interdisciplinary courses. Journal of Information Technology Education: Research, 24, 5553. Crossref
Estaji, M., & Farahian, M. (2023). Development and validation of teacher reflective practice questionnaire. Reflective Practice, 24(4), 540–554. Crossref
Fathulloh, M. Z., & Sutiman. (2026). Kepemimpinan pendidikan vokasi era digital: Systematic review dampak mutu dan kompetensi. Jurnal Vocational Education Policy, 1(1), 98–111. Crossref
Guo, L. (2022). How should reflection be supported in higher education? — A meta-analysis of reflection interventions. Reflective Practice, 23(1), 118–146. Crossref
Hamel, C. (2019). Using video to support teachers’ reflective practice. Cogent Education, 6(1), Article 1673689. Crossref
Haryani, T., & Purwanto, A. (2026). Reorientasi mutu lulusan Sekolah Menengah Kejuruan program empat tahun menuju kesiapan kerja global. Jurnal Vocational Education Policy, 1(1), 126–144. Crossref
Haryono, P., Setyadi, D. B. P., & Herawati, N. (2021). Teachers' reflective practices and its impact on teaching and learning English in the implementation of Merdeka Curriculum. Journal of English Language and Education, 10(4), 20–25. Crossref
Hatton, N., & Smith, D. (1995). Reflection in teacher education: Towards definition and implementation. Teaching and Teacher Education, 11(1), 33–49. Crossref
Hermawan, A. (2026). Memperkuat kepemimpinan pelayan di sekolah vokasi swasta: Pendekatan POP-SDM. Jurnal Vocational Education Policy, 1(1), 76–97. Crossref
Jay, J. K., & Johnson, K. L. (2002). Capturing complexity: A typology of reflective practice for teacher education. Teaching and Teacher Education, 18(1), 73–85. Crossref
Jennings, P. A., & Greenberg, M. T. (2009). The prosocial classroom: Teacher social and emotional competence in relation to student and classroom outcomes. Review of Educational Research, 79(1), 491–525. Crossref
Kember, D., McKay, J., Sinclair, K., & Wong, F. K. Y. (2008). A four-category scheme for coding and assessing the level of reflection in written work. Assessment & Evaluation in Higher Education, 33(4), 369–379. Crossref
Kementerian Pendidikan Dasar dan Menengah. (2025). Naskah akademik pembelajaran koding dan kecerdasan artifisial. Kemendikdasmen. Crossref
Khurniawan, A. W., Cahyono, S. M., & Nurmahmudah, F. (2026). Teacher learning reflections: Advancing deep learning pedagogy in vocational education. Jurnal Vocational Education Policy, 1(1), 145–165. Crossref
Khurniawan, A. W., Erda, G., Tengku Irfan Wira, B., Tengku, A., Arisman, A., Susilawati, S., & Miftahus, S. (2026). Klasterisasi profil sekolah penerima bantuan revitalisasi SMK 2025 berbasis K-Medoids dan Gower Distance. Jurnal Vocational Education Policy, 1(1), 1–19. Crossref
Korthagen, F., & Vasalos, A. (2005). Levels in reflection: Core reflection as a means to enhance professional development. Teachers and Teaching: Theory and Practice, 11(1), 41–71. Crossref
Kraft, M. A., Blazar, D., & Hogan, D. (2018). The effect of teacher coaching on instruction and achievement: A meta-analysis of the causal evidence. Review of Educational Research, 88(4), 547–588. Crossref
Lee, I. (2008). Fostering preservice teachers’ reflective practice in teaching journals. System, 36(4), 548–565. Crossref
Lew, M. D. N., & Schmidt, H. G. (2011). Self-reflection and academic performance: Is there a relationship? Medical Education, 45(2), 123–132. Crossref
Liesa, E., Castelló, M., & Carretero, R. (2023). Video-based feedback for collaborative reflection among pre-service teachers. Education Sciences, 13(9), Article 879. Crossref
Loughran, J. J. (2002). Effective reflective practice: In search of meaning in learning about teaching. Journal of Teacher Education, 53(1), 33–43. Crossref
Muhtar, Suryanti, & Musahrain, M. (2026). Tahap persiapan pengembangan model pembelajaran berbasis proyek terintegrasi dengan desain Dick Carey. Jurnal Vocational Education Policy, 1(1), 31–50. Crossref
Nasution, K. S., Ismara, K. I., & Pratama, G. N. I. P. (2026). Faktor implementasi dan integrasi augmented reality dalam pembelajaran: Tinjauan sistematis. Jurnal Vocational Education Policy, 1(1), 51–75. Crossref
Nolan, E., & Zeidler, D. (2025). Cultivating critical reflection through socioscientific perspectives. Disciplinary and Interdisciplinary Science Education Research, 7(1), Article 6. Crossref
Organisation for Economic Co-operation and Development. (2025). Reimagining teachers as agents of curriculum change: The OECD Teaching Compass. OECD Publishing. Crossref
Pusat Standar dan Kebijakan Pendidikan. (2024). Peraturan perundang-undangan pendidikan (Daftar rujukan normatif: UU 20/2003, PP 57/2021, dst.). Kemendikdasmen. Crossref
Rahman, A., Nurmahmudah, F., Putra, E. C. S., Harsono, A. M. B., Dewantara, B. A., Arsyad, M. Z. T., & Alfarisa, F. (2025). Artificial intelligence (AI) as the reflective partner: Empowering teachers for deep learning pedagogy. RIGGS: Journal of Artificial Intelligence and Digital Business, 4(3), 3877–3889. Crossref
Richter, E., Hußner, I., Huang, Y., & Richter, D. (2022). Video-based reflection in teacher education: Comparing virtual reality and real classroom videos. Computers & Education, 190, Article 104601. Crossref
Roni, A., Suartini, T., & Suciati. (2026). WebCode apps: Mobile learning peningkat keterampilan pemrograman web statis siswa Sekolah Menengah Kejuruan. Jurnal Vocational Education Policy, 1(1), 20–30. Crossref
Sakti, L. E. P. (2026). Inovasi produk kreatif limbah perca dalam meningkatkan ekonomi siswa Sekolah Menengah Kejuruan: Tinjauan literatur. Jurnal Vocational Education Policy, 1(1), 166–180. Crossref
Soisangwarn, A., & Wongwanich, S. (2014). Promoting the reflective teacher through peer coaching to improve teaching skills. Procedia - Social and Behavioral Sciences, 116, 2504–2511. Crossref
Tanner, K. D. (2023). Reflective practices in education: A primer for practitioners. CBE—Life Sciences Education, 22(3), Article ar32. Crossref
Vescio, V., Ross, D., & Adams, A. (2008). A review of research on the impact of professional learning communities on teaching practice and student learning. Teaching and Teacher Education, 24(1), 80–91. Crossref
Webster, N. S., & Sausner, E. B. (2017). A focused analysis of TVET: Unique opportunities and strategies for investing in and engaging youth in Nicaraguan society. Journal of Vocational Education & Training, 69(4), 451–472. Crossref
Zhai, N., Huang, Y., Ma, X., & Chen, J. (2023). Can reflective interventions improve students’ academic achievement? A meta-analysis. Thinking Skills and Creativity, 49, Article 101373. Crossref
Zhou, X., Shu, L., Xu, Z., & Padrón, Y. (2023). The effect of professional development on in-service STEM teachers’ self-efficacy: A meta-analysis of experimental studies. International Journal of STEM Education, 10, Article 37. Crossref
Unduhan
Diterbitkan
Cara Mengutip
Terbitan
Bagian
Lisensi
Hak Cipta (c) 2025 WHITEPAPER
Artikel ini berlisensiCreative Commons Attribution-ShareAlike 4.0 International License.
WHITE PAPER: Vocational Education Policy © 2025 by Direktorat Sekolah Menengah Kejuruan is licensed under CC BY-SA 4.0
