Implementasi Strategi Pengajaran Reflektif di Sekolah Menengah di Surabaya

The Implementation of Reflective Teaching Strategies in Secondary School in Surabaya

Pengajaran reflektif adalah teknik instruksional yang sukses di mana guru mengevaluasi kinerja mereka, mengevaluasi orang lain, mengevaluasi metode mereka, dan menerima umpan balik yang jujur dari mereka yang mau belajar. Teori Strategi Pengajaran Reflektif dari Mathew, menjelaskan bahwa ada tujuh aspek yang dapat digunakan dalam mengimplementasikan strategi pengajaran reflektif, yaitu, Jurnal/Diary Reflektif, Pembelajaran Kolaboratif, Merekam Pelajaran, Umpan Balik Pendidik, Pengamatan Teman Sebaya, Umpan Balik Siswa, dan Penelitian Tindakan. Tujuan dari penelitian ini adalah untuk mengetahui bagaimana guru mengimplementasikan strategi pengajaran reflektif di dalam kelas dan seberapa konsisten atau seberapa sering guru mengimplementasikannya. Peneliti menggunakan deskriptif kualitatif dan analisis data dilakukan dalam dua tahap. Observasi dilakukan di dua kelas di sebuah sekolah swasta di Surabaya Barat dan wawancara dilakukan dengan satu orang guru bahasa Inggris. Hasil penelitian menunjukkan bahwa guru tersebut menggunakan empat dari tujuh karakteristik pengajaran reflektif. Sehingga, dapat dikatakan bahwa guru menerapkan metode pengajaran reflektif selama proses pembelajaran dan diterapkan secara konsisten.

Reflective teaching is a successful instructional technique in which teachers evaluate their performance, evaluate others, evaluate their methods, and welcome honest feedback from those who are willing to learn. Mathew's Reflective Teaching Strategies theory, explains that seven aspects can be used in implementing reflective teaching strategies, namely, Reflective Journals/Diaries, Collaborative Learning, Recording Lessons, Educator Feedback, Peer Observation, Student Feedback, and Action Research. The purpose of this study is to find out how teachers implement reflective teaching strategies in the classroom and how consistently or how often teachers implement them. The researcher used descriptive qualitative and the data analysis was conducted in two stages. The first stage is observation. Observations were conducted in two classes in one private school in West Surabaya and the interview was conducted with one English teacher. The results showed that the teacher used four of the seven characteristics of reflective teaching. Based on the findings from this study, it can be said that the teacher applied reflective teaching methods during the learning process. As a result, the teacher consistently uses reflective teaching practices and strives to innovate their teaching in every meeting.