Teacher Reflective Practice: Post-Pandemic Driving School Learning Planning (PSP) Development Model Muhlis Fajar Wicaksana and Nurratri Kurnia Sari
Universitas Veteran Bangun Nusantara
Abstract
A good learning culture in the post-pandemic period needs to be restored to what it was before the pandemic. One of the activities that can be done through the creativity of teacher reflective practice in learning. Reflective practice is carried out with supervisors, principals and teachers. Starting from planning, implementation, and evaluation is carried out through this reflective practice. Teachers^ reflective practice is key to overcoming uncertainty and maintaining the quality of learning. This study aims to develop a reflective practice model in responsive learning planning. This research method adopts a case study approach, especially in the context of reflective practice carried out by the mobilizer school program. Data collection techniques are carried out through observation, interviews, and document analysis. The collected data were analyzed using a qualitative approach to explore the reflective practices of teachers in mobilizer school programs. The results showed that teachers who applied reflective practices in driving schools had a better ability to adjust lesson planning according to the development of the latest situation. The proposed learning planning development model includes concrete steps to facilitate teacher reflection, including analysis of previous learning outcomes, identification of student needs, and adjustment of lesson plans according to classroom dynamics. The proposed model can be used as a guide for teachers and education policy makers to improve responsiveness to changes that may occur during the learning process.
