Self-Regulated Learning dan Self-Efficacy Calon Guru Sekolah Dasar: Tinjauan Literatur dan Implikasinya bagi Pendidikan Guru di Indonesia
DOI:
https://doi.org/10.70217/cgzqm760Keywords:
pengembangan profesional guru, self-regulated learning, self-efficacy , calon guru, guru sekolah dasarAbstract
Kualitas guru tidak hanya ditentukan oleh penguasaan materi dan keterampilan mengajar, tetapi juga oleh kemampuan mengelola proses belajar serta keyakinan terhadap kapasitas profesional yang dimiliki. Dalam konteks pendidikan guru, dua aspek yang memiliki kedudukan penting adalah self-regulated learning (SRL) dan self-efficacy mengajar. Artikel ini bertujuan menelaah hubungan kedua konstruk tersebut pada mahasiswa Pendidikan Guru Sekolah Dasar (PGSD) serta implikasinya bagi pengembangan pendidikan guru di Indonesia. Kajian dilakukan melalui tinjauan pustaka sistematis terhadap berbagai penelitian yang membahas SRL, self-efficacy mengajar, dan pendidikan calon guru. Hasil telaah menunjukkan bahwa SRL merupakan fondasi yang memungkinkan calon guru mengelola belajar secara mandiri sekaligus menjadi dasar bagi kemampuan memfasilitasi regulasi diri peserta didik. Pada saat yang sama, self-efficacy mengajar berkembang melalui pengalaman belajar dan praktik lapangan yang bermakna serta berhubungan erat dengan kualitas regulasi diri yang dimiliki mahasiswa. Temuan ini menegaskan bahwa calon guru perlu dipahami sebagai pebelajar dan pendidik dalam proses pembentukan yang berlangsung secara bersamaan. Oleh karena itu, program PGSD perlu memberi perhatian yang lebih besar pada pengembangan refleksi, metakognisi, pengalaman praktik, dan pembentukan keyakinan profesional sejak masa prajabatan.
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