Article Sidebar

Submitted
27 July 2022
Published
31 December 2022
Download
PDF
Statistic
Read Counter : 176 Download : 147

Downloads

Download data is not yet available.

Main Article Content

Abstract

Background: Proses pengamatan kelas yang dilakukan para guru menjadi faktor penting dalam refleksi pengajaran berbasis penelitian dan pengembangan profesionalisme guru. Oleh karena itu tujuan kegiatan pengabdian masyarakat ini adalah mencoba meningkatkan pengetahuan, perubahan sikap dan ketrampilan para guru dalam meneliti yang dikhususkan pada observasi kelas sebagai alat pengumpulan data. Metode: 33 Partisipan dalam pelatihan ini adalah para guru SD yang berlokasi di Jakarta dan Bekasi. Kegiatan workshop dilakukan selama tiga hari dari bulan Maret sampai Mei 2022 dimana masing-masing sesi berlangsung selama tiga setengah jam. Kegiatan dilakukan secara daring dengan mengunakan platform Zoom sesuai kesepakatan dengan partisipan. Metode pelaksanaan yang digunakan adalah metode ceramah, demonstrasi dan diskusi secara interaktif. Hasil: Hasil kegiatan menunjukkan kepuasaan peserta dalam mengikuti workshop dengan antusiasme mereka dalam bertanya dan mendiskusikan desain-desain penelitian yang bisa mereka lakukan di kelas. Selain itu, hasil evaluasi menunjukkan kebermanfaatan kegiatan ini yang berkontribusi secara praktis kepada praktek mengajar mereka yang berbasis pada penelitian. Kesimpulan:  Kolaborasi antar guru dalam penelitian juga menjadi hal yang dianjurkan kami dalam meningkatkan ketrampilan mereka yang berdampak pada profesionalisme dan performa mereka sebagai guru pada penerapan kurikulum merdeka.

Keywords

Observasi kelas Refleksi pengajaran Profesionalisme guru Observasi kelas Refleksi pengajaran Profesionalisme guru

Article Details

License
Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

© 2022 Oleh authors. Lisensi Jurnal Solma, LPPM-Uhamka, Jakarta. Artikel ini bersifat open access yang didistribusikan di bawah syarat dan ketentuan Creative Commons Attribution (CC BY) license. (http://creativecommons.org/licenses/by/4.0/).

How to Cite
Fitriani, S., Syarif, M. S., & Muljono, H. (2022). Pelatihan Desain Observasi Kelas Berbasis Refleksi Diri. Jurnal SOLMA, 11(3), 675–682. https://doi.org/10.22236/solma.v11i3.9610
Download Citation
Endnote/Zotero/Mendeley (RIS)
BibTeX

References

  1. Barman, P., Bhattacharyya, D. D., & Barman, P. (2015). Teaching effectiveness of teacher educators in different types of B.Ed Colleges in West Bengal, India. American Journal of Educational Research., 3(11), 1364-1377. https://doi.org/10.12691/education-3-11-5.
  2. Bell, C. A., Dobbelaer, M. J., Klette, K., & Visscher, A. (2019). Qualities of classroom observation systems. School Effectiveness and School Improvement, 30(1), 3–29. https://doi.org/10.1080/09243453.2018.1539014
  3. Connor, C. M. (2013). Commentary on two classroom observation systems: Moving toward a shared understanding of effective teaching. School Psychology Quarterly, 28(4), 342–346. https://doi.org/https://doi.org/10.1037/spq0000045
  4. Cunningham, K., Gorman, M., & Maher, J. (2020). The value of using classroom observations as part of a multi-methodological approach to evaluate student engagement in vocational agricultural education. Educational Research and Evaluation, 26(1–2), 4–29. https://doi.org/10.1080/13803611.2021.1872390
  5. Erickson, F. D. (2011). Reflections on practice, teaching/learning, video, and theorizing. In K. Timothy (Ed.), Theories of learning and studies of instructional practice (pp. 385–402). Springer. https://doi.org/10.1007/978-1-4419-7582-9_23
  6. Hill, H. C., & Grossman, P. (2013). Learning from teacher observation: Challenges and opportunities posed by new teacher evaluation systems. Harvard Educational Review, 83, 371–384.
  7. Kane, T. J., & Staiger, D. O. (2012). Gathering feedback for teaching: Combining high-quality observations with student surveys and achievement gains. Research Paper. MET Project. Bill & Melinda Gates Foundation. http://www.metproject.org/downloads/MET_Gathering_Feedback_Research_Paper.pdf%5Cnhttp://scholar.google.com/scholar?hl=en&btnG=Search&q=intitle:Gathering+feedback+for+teaching#1
  8. Klette, K., & Blikstad-Balas, M. (2018). Observation manuals as lenses to classroom teaching: Pitfalls and possibilities. European Educational Research Journal, 17(1), 129–146. https://doi.org/10.1177/1474904117703228
  9. Kraft, M. A., & Blazar, D. (2017). Individualized coaching to improve teacher practice across grades and subjects: New experimental evidence. Educational Policy, 31(7), 1033–1068. https://doi.org/10.1177/ 0895904816631099
  10. Martinez, F., Taut, S., & Schaaf, K. (2016). Classroom observation for evaluating and improving teaching: An international perspective. Studies in Educational Evaluation, 49, 15–29. https://doi.org/10.1016/j.stueduc.2016.03.002
  11. Mohammed, A. K., & Kuyini, A. B. (2021). An evaluation of the free senior high school policy in Ghana. Cambridge Journal of Education, 51(2), 143–172. https://doi.org/10.1080/0305764X.2020.1789066
  12. O’Leary, M. (2014). Classroom observation: A guide to the effective observation of teaching and learning. (first). Routledge.
  13. Putnam, R. T., & Borko, H. (2000). What do new views of knowledge and thinking have to say about research on teacher learning? Educational Researcher, 29(2), 4–15. https://doi.org/https://doi.org/10.3102/0013189X029001004
  14. Richards, J. C., & Renandya, W. A. (2002). Methodology in language teaching: An anthology of current practice. Cambridge University Press.
  15. Ruzek, E. A., Hafen, C. A., Hamre, B. K., & Pianta, R. C. (2015). Combining classroom observations and value added for the evaluation and professional development of teachers. In T. J. Kane, K. A. Kerr, & R. C. Pianta (Eds.), Designing teacher evaluation systems:New guidance from the measures of effective teaching project (pp. 203–233). Jossey-Bass.
  16. Schermer, M., & Fosker, T. (2020). Reconsidering methods for systematic classroom observation: The measurement and analysis of categorical time-series observations. International Journal of Research and Method in Education, 43(3), 311–326. https://doi.org/10.1080/1743727X.2019.1687667
  17. Van Veen, K., Zwart, R., & Meirink, J. (2012). What makes teacher professional development effective? A literature review. In M. Kooy & K. Van Veen (Eds.), Teacher learning that matters: International perspectives (First, pp. 3–21). Routledge. https://doi.org/https://doi.org/10.4324/9780203805879
  18. Widodo, H. P., & Ferdiansyah, S. (2018). Engaging student teachers in video-mediated self-reflection in teaching practica. In K. J. Kennedy & J. C.-K. Lee (Eds.), The Routledge handbook of schools and schooling in Asia (pp. 922–934). Routledge.
  19. Yildirim, I. (2017). The effects of gamification-based teaching practices on student achievement and students’ attitudes toward lessons. The Internet and Higher Education, 33, 86–92. https://doi.org/https://doi.org/10.1016/j.iheduc.2017.02.002
  20. Yu, L., Cui, Y., & Zhang, H. (2018). Teacher behavior sequence under smart learning environment. 2018 International Joint Conference on Information, Media, and Engineering (ICIME), 158–161. https://doi.org/10.1109/ICIME.2018.00040.
  21. Zhang, H., Wang, Y., & He, K. (2010). Research on deep integration teaching structure of information technology based on classroom video analysis. China Educational Technology, 11, 7–11.
  22. Zhang, H., Yu, L., Cui, Y., Ji, M., & Wang, Y. (2020). Mining classroom observation data for understanding teacher’s teaching modes. Interactive Learning Environments, 0(0), 1–17. https://doi.org/10.1080/10494820.2020.1734029