Pengembangan Kompetensi Pedagogik Mahasiswa Pendidikan Akuntansi melalui Program Pengenalan Lapangan Persekolahan dalam Pembelajaran Ekonomi

Authors

  • Nisnawati Universitas PGRI Palembang, Indonesia
  • Wulan Chahyani Universitas PGRI Palembang, Indonesia
  • Adinda Salwa Fadilla Universitas PGRI Palembang, Indonesia
  • Nila Kesumawati SMA Negeri 3 Palembang, Indonesia

DOI:

https://doi.org/10.59698/afeksi.v7i5.963

Keywords:

Calon Guru, kompetensi Pedagogik, Pembelajaran Ekonomi, Pendidikan Akuntansi, Pengenalan Lapangan Persekolahan

Abstract

Penelitian ini bertujuan menganalisis proses pengembangan kompetensi pedagogik mahasiswa Pendidikan Akuntansi melalui Program Pengenalan Lapangan Persekolahan (PLP) dalam praktik pembelajaran Ekonomi di SMA Negeri 3 Palembang, mengidentifikasi kondisi yang mendukung dan menghambat proses tersebut, serta merumuskan strategi penguatan PLP. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus deskriptif. Data diperoleh melalui observasi pembelajaran, wawancara semi-terstruktur dengan mahasiswa peserta PLP dan guru pamong, serta telaah modul ajar, jurnal refleksi, dan laporan supervisi. Peserta didik kelas X dan XI menjadi sumber konfirmasi terhadap pengalaman pembelajaran. Data dianalisis secara interaktif melalui kondensasi data, penyajian data, dan penarikan serta verifikasi kesimpulan. Kredibilitas temuan diperkuat melalui triangulasi sumber, teknik, dan dokumen. Hasil penelitian menunjukkan bahwa PLP menyediakan ruang belajar autentik bagi mahasiswa untuk mengembangkan lima dimensi kompetensi pedagogik: perencanaan pembelajaran berbasis capaian, penguasaan strategi dan representasi materi ekonomi, pengelolaan kelas, penggunaan media digital, serta asesmen formatif dan autentik. Perkembangan tersebut dimediasi oleh bimbingan guru pamong, umpan balik dosen pembimbing, kesempatan mengajar secara langsung, jurnal refleksi, dan ketersediaan sarana. Tantangan utama meliputi keterbatasan pengalaman mengajar, kesulitan merespons heterogenitas peserta didik, konsistensi pengelolaan kelas, dan kecenderungan menggunakan asesmen secara administratif. Karena penelitian ini tidak menggunakan pengukuran sebelum–sesudah, temuan tidak ditafsirkan sebagai bukti kausal peningkatan kompetensi. Artikel ini mengusulkan siklus PLP-R: perencanaan bersama, praktik terbimbing, observasi berbasis indikator, umpan balik dialogis, dan refleksi-perbaikan sebagai model penguatan kompetensi pedagogik calon guru.

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Published

2026-07-23

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Vol. 7 No. 5 (2026)

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