Year: 2026
Type: article
Study design: Observational Study
Abstract: Purpose: Penelitian ini bertujuan memetakan tingkat dan profil refleksi guru Sekolah Menengah Kejuruan (SMK) di Indonesia untuk meningkatkan kualitas pengajaran berbasis pembelajaran mendalam guna mengatasi tingginya Tingkat Pengangguran Terbuka lulusan vokasi (8,00%). Method: Menggunakan survei deskriptif kuantitatif lintas sektoral dengan kuesioner skala Likert yang disebarkan kepada 1.294 guru SMK di Indonesia melalui teknik purposive dan snowball sampling. Data dianalisis secara deskriptif dan dikategorikan ke dalam tingkat rendah, sedang, dan tinggi. Findings: Praktik refleksi guru berada pada kategori tinggi, didominasi oleh dimensi kritis (90,34%) dan praktis (89,88%), sedangkan dimensi emosional relatif bervariasi (76,43%). Pemanfaatan sumber eksternal (85,32%) dan alat refleksi mandiri (80,91%) tergolong tinggi. Dampak utama refleksi tercermin pada pengembangan profesional (83,08%) dan keterlibatan siswa (81,76%), diikuti perubahan praktik mengajar (69,40%) dan pemahaman siswa (55,87%). Practical implications: Manajemen sekolah perlu melembagakan alokasi waktu refleksi terstruktur (30–45 menit/minggu), memanfaatkan data penilaian formatif dan ANBK, serta memperkuat Komunitas Pembelajaran Profesional (PLC) dan coaching kepemimpinan instruksional kepala sekolah. Originality/value: Studi ini memberikan bukti empiris berskala nasional mengenai pemetaan multidimensi refleksi guru vokasi dan ekosistem pendukungnya dalam kerangka deep learning di negara berkembang. Purpose: This study aims to profile the reflection practices of Indonesian vocational high school (SMK) teachers and evaluate their relationship with deep learning instructional quality to address the high vocational graduate unemployment rate (8.00%). Method: A cross-sectional quantitative descriptive survey was conducted using a Likert-scale questionnaire administered to 1,294 vocational teachers across Indonesia selected via purposive and snowball sampling. Data were analyzed descriptively across low, medium, and high categories. Findings: Teachers exhibited high reflection levels, dominated by critical (90.34%) and practical (89.88%) dimensions, whereas emotional reflection showed greater variance (76.43%). Reliance on external sources (85.32%) and self-reflection tools (80.91%) was high. The most significant impacts occurred in professional development (83.08%) and student engagement (81.76%), followed by instructional practice adaptations (69.40%) and student comprehension (55.87%). Practical implications: School leadership must institutionalize dedicated reflection time (30–45 minutes weekly), leverage national/formative assessment data, and strengthen Professional Learning Communities (PLCs) alongside principal instructional coaching. Originality/value: This paper offers pioneering nationwide empirical evidence regarding the multidimensional reflection profiles of vocational educators and ecosystem supports within a deep learning framework in an emerging economy.
DOI: 10.66599/wp.v1i2.7
Language: Indonesian
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: hybrid
OpenAlex ID: W7225806669