Problematika Pembelajaran Guru Kelas Bahasa Indonesia yang Minim Praktik Reflektif: Studi Kasus pada Guru Kelas di SDN 3 MANGKURAYAT
DOI:
https://doi.org/10.58344/locus.v4i11.5008Keywords:
praktik reflektif, guru sekolah dasar,, pembelajaran Bahasa Indonesia,, pengembangan profesional,, refleksi guruAbstract
Praktik reflektif merupakan komponen krusial dalam pengembangan profesional guru, memungkinkan evaluasi dan peningkatan kualitas pembelajaran secara berkelanjutan. Namun, pada kenyataannya, banyak guru kelas Bahasa Indonesia di sekolah dasar yang masih minim dalam menerapkan praktik reflektif, sehingga berdampak pada stagnansi inovasi pembelajaran. Penelitian ini bertujuan untuk mengidentifikasi dan menganalisis problematika pembelajaran yang dihadapi guru kelas Bahasa Indonesia di sekolah dasar akibat rendahnya penerapan praktik reflektif dalam kegiatan pembelajaran. Praktik reflektif menjadi fondasi penting dalam pengembangan profesional guru karena memungkinkan guru untuk meninjau, mengevaluasi, dan memperbaiki strategi pembelajaran berdasarkan pengalaman mengajar mereka. Penelitian dilakukan dengan pendekatan kualitatif deskriptif menggunakan desain studi kasus pada guru kelas di SDN 3 MANGKURAYAT, Kabupaten Garut. Data diperoleh melalui observasi lapangan dan kajian pustaka (library research), serta dianalisis secara tematik berdasarkan teori reflektif Schön, pengembangan profesional Guskey, dan konstruktivisme pembelajaran. Hasil penelitian menunjukkan empat faktor utama penyebab rendahnya praktik reflektif: keterbatasan konseptual guru terhadap makna refleksi, minimnya dukungan kelembagaan, beban kerja administratif yang tinggi, dan lemahnya keterampilan reflektif guru. Penelitian ini menegaskan perlunya penguatan budaya refleksi profesional di lingkungan pendidikan dasar melalui program pelatihan reflektif, mentoring sejawat, dan dukungan kelembagaan berkelanjutan.
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