Evaluasi Pengimbasan Pembelajaran Mendalam bagi Guru SMK: Keterlibatan, Pemahaman, dan Kesiapan Penerapan

Nanik Indrayani; Else Liliani

doi:10.51574/jrip.v6i3.5839

Authors

Nanik Indrayani Pendidikan Bahasa dan Sastra Indonesia, Fakultas Bahasa, Seni, dan Budaya, Universitas Negeri Yogyakarta, Indonesia
Else Liliani Pendidikan Bahasa dan Sastra Indonesia, Fakultas Bahasa, Seni, dan Budaya, Universitas Negeri Yogyakarta, Indonesia

Keywords:

Guru, Kesiapan Penerapan, Keterlibatan Guru, Pembelajaran Mendalam, Pengimbasan

Abstract

Pengimbasan pembelajaran mendalam merupakan salah satu upaya pengembangan profesional guru, tetapi keberhasilannya perlu ditinjau tidak hanya dari keterlibatan peserta, melainkan juga dari pemahaman dan kesiapan mereka untuk menerapkan hasil pembelajaran di kelas. Penelitian ini bertujuan mendeskripsikan pelaksanaan pengimbasan pembelajaran mendalam serta mengkaji keterlibatan, pemahaman, dan kesiapan penerapan guru di SMK Negeri 1 Peranap. Penelitian menggunakan pendekatan deskriptif dengan melibatkan 35 guru dalam kegiatan pengimbasan selama dua hari yang difasilitasi oleh tiga narasumber. Data dikumpulkan melalui observasi, dokumentasi, refleksi peserta, serta skor pemahaman dan kesiapan penerapan, kemudian dianalisis secara deskriptif. Hasil menunjukkan bahwa keterlibatan guru memperoleh skor rata-rata 88,75 dengan kategori sangat baik, sedangkan pemahaman dan kesiapan penerapan masing-masing mencapai 81,79 dan 80,89 dengan kategori baik. Sebanyak 82,85% peserta berada pada kategori pemahaman baik atau sangat baik, sementara 17,14% berada pada kategori cukup. Temuan utama memperlihatkan bahwa keterlibatan yang sangat tinggi belum sepenuhnya diikuti kesiapan penerapan pada tingkat yang sama. Kebaruan penelitian ini terletak pada evaluasi ketiga dimensi secara terpisah sehingga perbedaan antara partisipasi dan kesiapan transfer hasil belajar dapat diidentifikasi. Temuan ini menegaskan perlunya tindak lanjut berupa praktik terbimbing, umpan balik, kolaborasi sejawat, dan pemantauan penerapan. Karena tidak mencakup pengukuran awal maupun tindak lanjut, hasil penelitian menggambarkan capaian pascakegiatan dan tidak membuktikan peningkatan kausal.

Downloads

Download data is not yet available.

References

Akgunduz, D., & Mesutoglu, C. (2021). Science, technology, engineering, and mathematics education for Industry 4.0 in technical and vocational high schools: Investigation of teacher professional development. Science Education International, 32(2), 172–181. https://doi.org/10.33828/sei.v32.i2.11

Al-Dawood, I. M. (2025). Levels of Islamic Studies teachers’ implementation of deep learning-oriented teaching practices in intermediate schools. Journal of Educational and Social Research, 15(6), 390–408. https://doi.org/10.36941/jesr-2025-0221

Aridan, M., Hijriyah, U., Khabibjonovna, K. N., Geng, H., Azad, I., & Elyas, T. (2025). Pre-service language teachers’ readiness for deep learning approaches: Insights from a cross-regional study in Asia. LLT Journal: Journal on Language and Language Teaching, 28(2), 527–551. https://doi.org/10.24071/llt.v28i2.12274

Arinaitwe, D. (2021). Practices and strategies for enhancing learning through collaboration between vocational teacher training institutions and workplaces. Empirical Research in Vocational Education and Training, 13(1), Article 13. https://doi.org/10.1186/s40461-021-00117-z

Bergmark, U. (2023). Teachers’ professional learning when building a research-based education: Context-specific, collaborative and teacher-driven professional development. Professional Development in Education, 49(2), 210–224. https://doi.org/10.1080/19415257.2020.1827011

Bottling, M., Weiß, J. K., & Kärner, T. (2024). Participation, motivation, and emotional states in the course of VET teacher training: Results of an 18-months longitudinal study. Empirical Research in Vocational Education and Training, 16(1), Article 7. https://doi.org/10.1186/s40461-024-00162-4

Burner, T., & Schipor, D. (2025). Deep learning in the primary school English classroom in Norway. Nordic Journal of Comparative and International Education, 9(4). https://doi.org/10.7577/njcie.6176

Carter, N., Bryant-Lukosius, D., DiCenso, A., Blythe, J., & Neville, A. J. (2014). The use of triangulation in qualitative research. Oncology Nursing Forum, 41(5), 545–547. https://doi.org/10.1188/14.ONF.545-547

Fitrah, M., Sofroniou, A., Yarmanetti, N., Ismail, I. H., Anggraini, H., Nissa, I. C., Widyaningrum, B., Khotijah, I., Kurniawan, P. D., & Setiawan, D. (2025). Are teachers ready to adopt deep learning pedagogy? The role of technology and 21st-century competencies amid educational policy reform. Education Sciences, 15(10), Article 1344. https://doi.org/10.3390/educsci15101344

Hoekstra, A. (2023). Departmental conditions for professional learning of instructors in vocational and professional education. Empirical Research in Vocational Education and Training, 15(1), Article 12. https://doi.org/10.1186/s40461-023-00151-z

McChesney, K., & Cross, J. (2023). How school culture affects teachers’ classroom implementation of learning from professional development. Learning Environments Research, 26(3), 785–801. https://doi.org/10.1007/s10984-023-09454-0

Njenga, M. (2023). How do vocational teachers learn? Formal and informal learning by vocational teachers in Kenya. International Journal for Research in Vocational Education and Training, 10(1), 24–45. https://doi.org/10.13152/IJRVET.10.1.2

Nowell, L. S., Norris, J. M., White, D. E., & Moules, N. J. (2017). Thematic analysis: Striving to meet the trustworthiness criteria. International Journal of Qualitative Methods, 16(1), 1–13. https://doi.org/10.1177/1609406917733847

Putri, D. K., Zahro, N., Widodo, W., & Suprapto, N. (2025). Primary teachers’ perceptions of deep learning pedagogy in culture-integrated STEM education: A quantitative survey. Journal on Mathematics Education, 16(4), 1331–1346. https://doi.org/10.22342/jme.v16i4.pp1331-1346

Rahman, N. L. A., Mokhtar, M., & Ali, D. F. (2022). Self-initiated professional development (SI-PD) elements for Malaysian vocational colleges’ TVET teachers using fuzzy Delphi method (FDM). Journal of Technical Education and Training, 14(1), 101–110. https://doi.org/10.30880/jtet.2022.14.01.009

Richter, A., Bruns, J., & Gasteiger, H. (2025). Interaction- or material-centred implementation of teacher professional development: A comparison of teachers’ competence development and potential lesson planning. Journal für Mathematik-Didaktik, 46(1), Article 8. https://doi.org/10.1007/s13138-025-00259-7

Salleh, S. M., Musa, J., Jaidin, J. H., & Shahrill, M. (2021). Development of TVET teachers’ beliefs about technology-enriched instruction through professional development workshops: Application of the technology acceptance model. Journal of Technical Education and Training, 13(2), 25–33. https://doi.org/10.30880/jtet.2021.13.02.003

Sandelowski, M. (2000). Whatever happened to qualitative description? Research in Nursing & Health, 23(4), 334–340. https://doi.org/10.1002/1098-240X(200008)23:4

Sudirman, & Pandang, A. (2025). Implementation of deep learning pedagogy in curriculum reform: Primary school teachers’ perspectives in Indonesia. International Journal of Learning, Teaching and Educational Research, 24(11), 618–636. https://doi.org/10.26803/ijlter.24.11.29

Suherman, A., Supriyadi, T., Safari, I., Saptani, E., Fauzi, R. A., Sudirjo, E., Komiljon O’g’li, T. S., & Abdisamiyevich, X. J. (2025). Bridging teacher readiness and deep learning-based teaching practice: Assessing the effectiveness of the ACTIVE model for enhancing teacher pedagogy. International Research Journal of Multidisciplinary Scope, 6(4), 284–298. https://doi.org/10.47857/irjms.2025.v06i04.05526

Vilppola, J., Lämsä, J., Vähäsantanen, K., & Hämäläinen, R. (2022). Teacher trainees’ experiences of the components of ICT competencies and key factors in ICT competence development in work-based vocational teacher training in Finland. International Journal for Research in Vocational Education and Training, 9(2), 146–166. https://doi.org/10.13152/IJRVET.9.2.1

Wu, S., & Eng, L. S. (2025). A phenomenological study of national in-service vocational teacher training at a vocational college in China: Voices of trainers and trainees. International Journal of Learning, Teaching and Educational Research, 24(2), 63–86. https://doi.org/10.26803/ijlter.24.2.4

Yang, W., Chinedu, C. C., Chen, W., Saleem, A., Ogunniran, M. O., Ñacato Estrella, D. R., & Vaca Barahona, B. (2024). Building capacity for sustainability education: An analysis of vocational teachers’ knowledge, readiness, and self-efficacy. Sustainability, 16(9), Article 3535. https://doi.org/10.3390/su16093535

Zhou, N., Tigelaar, D. E. H., & Admiraal, W. (2023). Understanding vocational teachers’ professional development in work placement: Learning goals, activities, and outcomes. Studies in Continuing Education, 45(1), 18–36. https://doi.org/10.1080/0158037X.2021.1960496

Zhou, N., Tigelaar, D., & Admiraal, W. (2024). The relationship between vocational teachers’ motivational beliefs and their engagement in work placement. Journal of Vocational Education and Training, 76(3), 664–683. https://doi.org/10.1080/13636820.2022.2066560