eprintid: 82839
rev_number: 8
eprint_status: archive
userid: 1290
dir: disk0/00/08/28/39
datestamp: 2024-08-19 06:29:15
lastmod: 2024-08-19 06:29:15
status_changed: 2024-08-19 06:29:15
type: thesis
metadata_visibility: show
creators_name: Nurtanto, Muhammad
creators_name: Sofyan, Herminarto
title: Studi Fenomenologi tentang Guru Profesional Abad XXI di Sekolah Menengah Kejuruan.
ispublished: pub
subjects: D3
divisions: pps_teknik
full_text_status: restricted
keywords: emosi, filosofi, identitas profesional, makna kerja, motivasi karir
abstract: Penelitian ini bertujuan untuk mengeksplorasi pengalaman karir menjadi
guru profesional, meliputi motivasi memilih karir, orientasi makna dalam bekerja,
identitas profesional guru, pengalaman emosional, dan filosofi pendidikan dalam
pelaksanaan pembelajaran di abad 21.
Penelitian ini menggunakan metode kualitatif dengan pendekatan
fenomenologi. Sebanyak 11 informan dipilih menggunakan teknik purposive
sampling. Pengumpulan data dilakukan melalui wawancara, observasi,
dokumentasi, dan telaah dokumen. Analisis data fenomenologi dilakukan dengan
tahapan open coding, axial coding, dan generic coding yang menghasilkan tema
atau konsep tentang guru profesional. Analisis data dilakukan dengan bantuan
software NVivo 12 berupa project dan concept maps.
Temuan penelitian adalah sebagai berikut. (1) Motivasi memutuskan
menjadi guru vokasional dipengaruhi oleh nilai intrinsik, nilai ekstrinsik, nilai
altruistik, pengalaman mengajar dan belajar sebelumnya, pengaruh orang lain,
disuasi pembelajaran di masa lalu, demografi pekerjaan orang tua dan pendidikan
personal, obsesi karir guru orang lain, dan keyakinan sebagai karir pemberian
Tuhan. Faktor paling berpengaruh adalah panggilan hati dan keinginan
mengembangkan diri bersama siswa. (2) Orientasi makna dalam bekerja meliputi
(a) suatu tujuan penting, (b) identifikasi peran, (c) cara mencapai keberhasilan dan
pengakuan, (d) kontribusi organisasi dan sosial, dan (e) cara memperoleh
kepuasan dan kebahagiaan hidup. (3) Identitas profesional guru dalam
pembelajaran efektif dikonstruksi berdasarkan karakter personal, pengetahuan,
keterampilan, kemampuan, apresiasi, dan habit. Peran guru vokasional di abad 21
meliputi educator, leader, role model, partner, motivator, inspirator, konselor,
learner, reseracher, dan administrator. Pelaksanaan pembelajaran guru
profesional meliputi pembentukan kompetensi 4C (critical thinking and problem
solving, communication, collaboration, and cerativity and inovation);
keterampilan ICT; dan kualitas karakter lulusan. (4) Pengalaman emosional
berupa emosi positif meliputi senang, bahagia, bangga, cinta dan gembira dalam
partisipasi kelas, dan kesuksesan lulusan sedangkan emosi negatif meliputi rasa
marah, sedih, dan terkejut serta heran dalam kegagalan, kecerobohan, dan
pelanggaran fatal selama pembelajaran. (5) Filosofi pendidikan dalam
pembelajaran vokasional meliputi perenialisme, thomitikisme, esensialisme,
progresivisme, rekonstruktivisme, dan eksistensialisme diterapkan dalam
pembentukan sikap, pengetahuan, dan keterampilan.
date: 2024-01-24
date_type: published
institution: Sekolah Program Pascasarjana
department: Pendidikan Teknologi dan Kejuruan
thesis_type: disertasi
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citation:   Nurtanto, Muhammad and Sofyan, Herminarto  (2024) Studi Fenomenologi tentang Guru Profesional Abad XXI di Sekolah Menengah Kejuruan.  S3 thesis, Sekolah Program Pascasarjana.   
document_url: http://eprints.uny.ac.id/82839/1/disertasi_muhammad%20nurtanto_19702261006.pdf