Peer Coaching dalam Pengembangan Profesionalisme Guru Sekolah Dasar
DOI:
https://doi.org/10.59698/kognisi.v3i2.386Keywords:
Peer Coaching, Pengembangan Profesional Guru, Profesionalisme Guru, Praktik Reflektif, Sekolah DasarAbstract
Penelitian ini mengeksplorasi pelaksanaan peer coaching serta persepsi para partisipan mengenai kontribusinya terhadap profesionalisme guru di SD Muhammadiyah Suruh. Penelitian menggunakan desain studi kasus tunggal dengan pendekatan kualitatif yang melibatkan 18 informan, terdiri atas satu kepala sekolah dan 17 guru. Data dikumpulkan melalui wawancara semi-terstruktur, observasi pembelajaran, dan telaah dokumen. Data kemudian dianalisis secara tematik melalui proses pengodean berulang, pengembangan tema, serta triangulasi sumber dan metode. Hasil penelitian menunjukkan bahwa peer coaching dilaksanakan melalui tahapan persiapan, pembentukan kelompok kecil, perencanaan praobservasi, observasi pembelajaran, pemberian umpan balik reflektif, dan dokumentasi tindak lanjut. Para partisipan menilai bahwa proses tersebut berkontribusi terhadap perencanaan pembelajaran yang lebih terarah, meningkatnya keberanian guru untuk menerapkan pembelajaran aktif dan berbantuan teknologi, menguatnya kemampuan evaluasi diri, serta berkembangnya komunikasi kolegial. Pelaksanaan program didukung oleh kepemimpinan kepala sekolah, alokasi waktu khusus, ketersediaan fasilitas, dan komitmen guru. Namun, keberlanjutan program masih menghadapi kendala berupa keterbatasan jadwal, ketimpangan kemampuan dalam memberikan umpan balik, kekhawatiran guru terhadap proses penilaian, dan belum tersedianya prosedur yang terstandar. Karena penelitian ini tidak menggunakan pengukuran prates dan pascates, kelompok pembanding, maupun statistik hasil belajar siswa, temuan perlu dipahami sebagai bukti kualitatif mengenai kontribusi yang dipersepsikan, bukan sebagai bukti efektivitas kausal. Penelitian ini merekomendasikan penyusunan protokol yang terstruktur, pelatihan pemberian umpan balik, penjadwalan siklus coaching secara berkala, dan evaluasi menggunakan pendekatan metode campuran.
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