Kendala Mengimplementasikan Jurnal Reflektif sebagai Bentuk Profesionalisme Guru MI

Main Article Content

Nasyariah Siregar
Fia Alifah Putri
Vioni Saputri
Sri Ramdayeni Sakunti

Abstract

Reflective journal as a record in analyzing process, performance, and follow-up through contemplation of things that the teacher encounters. In learning, reflective journals are used as a medium to improve the learning process. This reflection journal study is expected to be able to open up space for knowledge in the world of teacher professionalism. This research also functions as an accurate prototype in viewing the constraints of implementing MI teacher's reflective journals in the learning process. By using a descriptive qualitative research method, it is considered capable of guiding this research. By describing and describing the application of reflective journals as a form of professionalism for Madrasah Ibtidaiyah (MI) teachers. Reflective journal descriptions are obtained through observation, interviews, and data/document analysis. Observation sheets can be used through observation, interviews conducted with research informants, and data collection. The results of the study found three obstacles in implementing reflective journals as a form of MI teacher professionalism, namely: (1) Teachers are accustomed to writing reflective journals after each lesson, (2) Lack of motivation for teachers to routinely apply reflective journal writing in every learning activity, and (3) Dissemination is not evenly distributed to each school, so that only certain schools understand reflective journal writing and the benefits provided.

Article Details

How to Cite
Siregar, N., Putri, F., Saputri, V., & Sakunti, S. (2023). Kendala Mengimplementasikan Jurnal Reflektif sebagai Bentuk Profesionalisme Guru MI. Journal on Education, 5(2), 1656-1662. https://doi.org/10.31004/joe.v5i2.801
Section
Articles

References

Akkoyunlu, B., Telli, E., Menzi Çetin, N., & Dağhan, G. (2016). Views of Prospective Teachers About Reflective Journals on Teacher Education. Turkish Online Journal of Qualitative Inquiry, 7(4), 312. https://doi.org/10.17569/tojqi.60515
Al-karasneh, S. M. (2014). Reflective Journal Writing as a Tool to Teach Aspects of Social Studies. European Journal of Education, 49(3), 396–408. https://doi.org/10.1111/ejed.12084
Bashan, B., & Holsblat, R. (2017). Reflective journals as a research tool : The case of student teachers ’ development of teamwork Reflective journals as a research tool : The case of student teachers ’ development of teamwork. Cogent Education, 20(1), 1–15. https://doi.org/10.1080/2331186X.2017.1374234
Bruno, A., & Aversana, G. D. (2017). Reflective Practice for Psychology Students : The Use of Reflective Journal Feedback in Higher Education. Psychology Learning & Teaching, 16(2), 248–260. https://doi.org/10.1177/1475725716686288
Bruster, B. G., & Peterson, B. R. (2013). Reflective Practice : International and Multidisciplinary Perspectives Using critical incidents in teaching to promote reflective practice. Reflective Practice, 14(2), 170–182. https://doi.org/10.1080/14623943.2012.732945
Chi, M., & VanLehn, K. (2010). Meta-cognitive strategy instruction in intelligent tutoring systems: how, when, and why. Journal of Educational Technology & Society, 13(1), 25–39.
Connell, R. (2017). Critical Studies in Education Good teachers on dangerous ground : towards a new view of teacher quality and professionalism. Critical Studies in Education, 8487(October). https://doi.org/10.1080/17508480902998421
Deboer, G. E. (2011). The Globalization of Science Education. Journal Of Research In Science Teaching, 48(6), 567–591. https://doi.org/10.1002/tea.20421
Dumlao, R. P., & Pinatacan, J. R. (2019). From Practice to Writing : Using Reflective Journal Instruction in Enhancing Pre- Service Teachers ’ Professional Development. International Journal of Instruction, 12(4), 459–478.
Eka Yusnaldi. (2020). Implementation Of Islamic Education Curriculum In Muhammadiyah 3 Basic School Padang Sidempuan. Syamil, 8(2).
Hasan, S. H. (2019). Said Hamid Hasan Pendidikan Sejarah untuk Kehidupan Abad Ke 21. HISTORIA: Jurnal Pendidik Dan Peneliti Sejarah, 2(2), 61–72.
Haugan, J. A., Moen, T., & Karlsdóttir, R. (2013). Reflective Practice : International and Multidisciplinary Perspectives Exploration of Norwegian student teachers ’ reflective mediation during internships. Reflective Practice, 14(2), 226–239. https://doi.org/10.1080/14623943.2012.749233
Iskandar, W. (2019a). Analisis Kebijakan Pendidikan Dalam Perspektif Madrasah. Al-Madrasah: Jurnal Pendidikan Madrasah Ibtidaiyah, 4(1), 1. https://doi.org/10.35931/am.v4i1.109