Pendekatan heutagogi guru pendidikan jasmani melalui kelompok kerja guru di Kabupaten Karanganyar

Abstract

Pendidikan 4.0 menuntut para guru, termasuk guru Pendidikan Jasmani (PJ), untuk terus meningkatkan profesionalisme mereka melalui pendekatan yang adaptif dan berpusat pada peserta didik. Penelitian ini bertujuan untuk menganalisis efektivitas pendekatan heutagogi dalam meningkatkan profesionalisme guru Pendidikan Jasmani (PJ), mengidentifikasi faktor-faktor yang memengaruhi pengembangan diri guru, serta mengkaji peran Kelompok Kerja Guru (KKG) dalam mendukung implementasi heutagogi di Kabupaten Karanganyar. Penelitian ini menggunakan pendekatan deskriptif kualitatif. Data dikumpulkan melalui wawancara mendalam dengan sembilan informan kunci, yang terdiri dari enam guru PP di sekolah dasar dan tiga pengurus KKG, serta didukung oleh analisis dokumen. Analisis data meliputi reduksi data, penyajian data, dan penarikan kesimpulan, dengan penerapan triangulasi untuk memastikan validitas. Temuan menunjukkan bahwa heutagogi berkontribusi positif terhadap peningkatan profesionalisme guru, terutama dalam mendorong otonomi belajar, kreativitas, dan inovasi pembelajaran. Pengembangan diri guru dipengaruhi oleh faktor internal seperti motivasi, tanggung jawab profesional, dan komitmen terhadap pembelajaran seumur hidup, serta faktor eksternal termasuk dukungan sekolah, dorongan keluarga, kebijakan pemerintah, dan lingkungan kolega. KKG memainkan peran strategis sebagai platform kolaboratif yang memfasilitasi pelatihan, diskusi, berbagi praktik terbaik, dan jaringan profesional. Sebagai kesimpulan, keberhasilan penerapan heutagogi bergantung pada kesiapan individu dan dukungan sistemik melalui KKG, yang menyoroti pentingnya sinergi antara motivasi intrinsik dan dukungan institusional.

The application of the heutagogy approach by physical education teachers through teachers’ working groups in Karanganyar Regency

Abstract: Education 4.0 require teachers, including Physical Education (PE) teachers, to continuously improve their professionalism through adaptive and learner-centered approaches. This study aims to analyze the effectiveness of the heutagogical approach in enhancing the professionalism of Physical Education (PE) teachers, identify factors influencing teachers’ self-development, and examine the role of the Teacher Working Group (KKG) in supporting heutagogy implementation in Karanganyar Regency. This research employed a qualitative descriptive approach. Data were collected through in-depth interviews with nine key informants, consisting of six elementary school PE teachers and three KKG administrators, supported by document analysis. Data analysis involved data reduction, data display, and conclusion drawing, with triangulation applied to ensure validity. The findings show that heutagogy positively contributes to improving teachers’ professionalism, particularly in promoting learning autonomy, creativity, and instructional innovation. Teachers’ self-development is influenced by internal factors such as motivation, professional responsibility, and lifelong learning commitment, as well as external factors including school support, family encouragement, government policies, and collegial environments. KKG plays a strategic role as a collaborative platform that facilitates training, discussion, sharing of best practices, and professional networking. In conclusion, successful heutagogy implementation depends on both individual readiness and systemic support through KKG, highlighting the importance of synergy between intrinsic motivation and institutional support.