Persepsi Siswa mengenai Guru Close Minded dalam Pembelajaran
Keywords:
Guru berpemikiran tertutup, Persepsi siswa, Sikap guru dalam pembelajaran
Abstract
Guru merupakan pelaku utama dalam mencerdaskan kehidupan bangsa, akan tetapi dalam pelaksanaan tugasnya dalam pembelajaran tentu memiliki kendala dan masalah. Salah satu masalah pembelajaran yang timbul dari faktor guru adalah sikap yang berpemikiran tertutup atau close minded. Hal ini membuat proses pembelajaran menjadi tidak maksimal. Penelitian akan digali fenomena tersebut dari sudut pandang siswa sebagai orang yang merasakan langsung dan berinteraksi langsung dengan guru yang memiliki sikap close minded. Metode yang digunakan dalam penelitian ini adalah metode kualitatif fenomenologi dengan teknik pengumpulan data menggunakan metode wawancara. Partisipan dipilih dengan teknik purposive sampling, sehingga proses pemilihan responden harus memenuhi kriteria yang sudah ditentukan sebelumnya. Hasil penelitian ditemukan bahwa pertama guru close minded memiliki interaksi yang searah,pasif karena hanya fokus untuk menyelesaikan tugas, kurang menguasai kelas, dan hanya peduli pada siswa pintar. Kedua, belajar dengan guru close minded memiliki suasana belajar yang membosankan, kaku, monoton, dan tegang akibat proses pembelajaran yang tidak interaktif. Ketiga adalah feedback atau timbal balik dalam pembelajaran yang cenderung satu arah dan jika dua arah hanya antara guru dan siswa yang pintar saja. Hal ini mengakibatkan siswa lain merasa tersisihkan, memilih diam, malas dan takut salah sehingga takut akan berimbas kepada nilai yang jelek. Guru ideal yang didambakan oleh siswa adalah guru yang mampu membangun interaksi yang baik dengan siswa, cerdas secara psikologis dan emosional.
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Battaly, H. (2018b). Closed-mindedness and dogmatism. Episteme, 15(3), 261–282. https://doi.org/10.1017/epi.2018.22
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Bayeck, R. Y. (2021). The Intersection of Cultural Context and Research Encounter: Focus on Interviewing in Qualitative Research. International Journal of Qualitative Methods, 20, 1–8. https://doi.org/10.1177/1609406921995696
Blazar, D., & Kraft, M. A. (2017). Teacher and Teaching Effects on Students’ Attitudes and Behaviors. Educational Evaluation and Policy Analysis, 39(1), 146–170. https://doi.org/10.3102/0162373716670260
Bungin, B. (2020). Post-Qualitative Social Research Methods. Kencana.
Carrasco, D., & Irribarra, D. T. (2018). The Role of Classroom Discussion. Teaching Tolerance in a Globalized World, 87–101.
Casmini, C., & Supardi, S. (2020). Family resilience: Preventive solution of Javanese youth klithih behavior. Qualitative Report, 25(4), 947–961. https://doi.org/10.46743/2160-3715/2020.4361
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Deterding, N. M., & Waters, M. C. (2021). Flexible Coding of In-depth Interviews: A Twenty-first-century Approach. Sociological Methods and Research, 50(2), 708–739. https://doi.org/10.1177/0049124118799377
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Hasanah, E., & Supardi, S. (2020). The meaning of javanese adolescents’ involvement in youth gangs during the discoveries of youth identity: A phenomenological study. Qualitative Report, 25(10), 3602–3626. https://doi.org/10.46743/2160-3715/2020.4409
Hind, K., Larkin, R., & Dunn, A. K. (2019). Assessing Teacher Opinion on the Inclusion of Children with Social, Emotional and Behavioural Difficulties into Mainstream School Classes. International Journal of Disability, Development and Education, 66(4), 424–437. https://doi.org/10.1080/1034912X.2018.1460462
Hoque, A. K. M. F., Hossain, & Zaman, M. A. (2017). Theory and practice of quality and reliability engineering in Asia industry. Theory and Practice of Quality and Reliability Engineering in Asia Industry, January 2017, 1–300. https://doi.org/10.1007/978-981-10-3290-5
Khejeri, M. (2014). Teachers ’ Attitudes towards the Use of Mother Tongue as a Language of Instruction in Lower Primary Schools in Hamisi District , Kenya. International Journal of Humanities and Social Science, 4(1), 75–85.
Kleen, H., Bonefeld, M., Glock, S., & Dickhäuser, O. (2019). Implicit and explicit attitudes toward Turkish students in Germany as a function of teachers’ ethnicity. Social Psychology of Education, 22(4), 883–899. https://doi.org/10.1007/s11218-019-09502-9
Krischler, M., & Pit-ten Cate, I. M. (2019). Pre- and in-service teachers’ attitudes toward students with learning difficulties and challenging behavior. Frontiers in Psychology, 10(FEB), 1–10. https://doi.org/10.3389/fpsyg.2019.00327
Labe, B. I. (2016). Need for Cognitive Closure Among Vocational Technical Student Teachers in Some Nigerian Universities. International Journal of Vocational and Technical Education, 8(3), 20–24. https://doi.org/10.5897/IJVTE2016.0198
McDonald, C. V., Klieve, H., & Kanasa, H. (2021). Exploring Australian Preservice Primary Teachers’ Attitudes Toward Teaching Science Using the Dimensions of Attitude toward Science (DAS). Research in Science Education, 51(5), 1325–1348. https://doi.org/10.1007/s11165-019-09910-z
Moser, A., & Korstjens, I. (2018). Series: Practical guidance to qualitative research. Part 3: Sampling, data collection and analysis. European Journal of General Practice, 24(1), 9–18. https://doi.org/10.1080/13814788.2017.1375091
Papastephanou, M. (2021). Open-Mindedness and the (Un)Controversial in Classrooms. Educational Theory, 71(5), 561–588. https://doi.org/10.1111/EDTH.12496
Raco. (2010). Metode Penelitian Kualitatif. PT Gramedia Widiasarana Indonesia.
Rahadi, D. R. (2020). Konsep Penelitian Kualitatif. PT Filda Fikrindo.
State, C. R., & Ndifon, R. A. (2014). The Relationship between Primary School Teacher ’ s Attitude to Work and Pupils ’ Academic Performance in. British Journal of Arts and Social Sciences, 17(I), 192–201.
Sugiyono. (2015). Metode Penelitian Pendidikan Pendekatan Kuantitatif, kualitatif, dan R&D. Alfabeta.
Verducci, S. (2021). Open-Mindedness and Education. Oxford Reasearch Encyclopedia of Education.
Yacek, D. (2019). Should Anger Be Encouraged in the Classroom? Political Education, Closed-Mindedness, and Civic Epiphany. Educational Theory, 69(4), 421–437. https://doi.org/10.1111/edth.12378
Yada, A., & Savolainen, H. (2017). Japanese in-service teachers’ attitudes toward inclusive education and self-efficacy for inclusive practices. Teaching and Teacher Education, 64, 222–229. https://doi.org/10.1016/j.tate.2017.02.005
