Keseimbangan Reflektif dalam Dilema Etis Guru: Kajian Literatur Kritis
DOI:
https://doi.org/10.46773/m25pw796Abstract
Refleksi sering ditempatkan sebagai keterampilan profesional guru untuk mengevaluasi pembelajaran, tetapi dalam praktiknya guru tidak hanya berhadapan dengan pertanyaan tentang apa yang efektif. Guru juga harus memutuskan apa yang adil, patut, dan dapat dipertanggungjawabkan ketika kebutuhan peserta didik, aturan sekolah, tuntutan kurikulum, relasi emosional, dan prinsip profesional tidak selalu bergerak ke arah yang sama. Artikel ini bertujuan merekonstruksi konsep keseimbangan reflektif sebagai kerangka deliberasi etis dalam pengambilan keputusan pedagogis. Penelitian menggunakan kajian literatur kritis dengan menelaah karya konseptual dan penelitian tentang reflective equilibrium, reflective practice, etika profesi guru, dialog pedagogis, regulasi emosi, dan pembelajaran berdiferensiasi. Hasil sintesis menunjukkan bahwa keseimbangan reflektif perlu dibedakan dari refleksi pedagogis biasa. Keseimbangan reflektif bekerja melalui penyesuaian timbal balik antara penilaian atas kasus konkret, prinsip moral-profesional, pengetahuan pedagogis, bukti kontekstual, serta perspektif pihak yang terdampak. Proses ini membutuhkan dialog, kemampuan mengelola emosi, dan kesadaran terhadap relasi kuasa. Artikel menawarkan model kerja lima tahap yang menempatkan refleksi sebagai proses etis dan kontekstual, bukan sekadar evaluasi teknik mengajar
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