{"id":9156,"date":"2025-12-17T21:03:10","date_gmt":"2025-12-17T14:03:10","guid":{"rendered":"https:\/\/nwartapedia.com\/?p=9156"},"modified":"2025-12-17T21:03:10","modified_gmt":"2025-12-17T14:03:10","slug":"membaca-ambiguitas-eksistensi-guru-dalam-pembelajaran-mendalam","status":"publish","type":"post","link":"https:\/\/nwartapedia.com\/index.php\/2025\/12\/17\/membaca-ambiguitas-eksistensi-guru-dalam-pembelajaran-mendalam\/","title":{"rendered":"Membaca Ambiguitas Eksistensi Guru Dalam Pembelajaran Mendalam"},"content":{"rendered":"<p><span style=\"font-size: 12pt; color: #333399;\"><strong><span style=\"font-family: georgia, palatino, serif;\">Oleh: E. Nong Yonson<\/span><\/strong><\/span><br \/>\n<span style=\"font-size: 12pt; color: #333399;\"><strong><span style=\"font-family: georgia, palatino, serif;\">Praktisi &amp; Konsultan Pendidikan<\/span><\/strong><\/span><\/p>\n<p><span style=\"font-size: 14pt; color: #000000; font-family: georgia, palatino, serif;\"><span style=\"color: #ff0000;\"><strong>Kuoang, nwartapedia.com <\/strong><\/span>\u2014 Gagasan pembelajaran mendalam (deep learning) kini menjadi salah satu agenda utama kebijakan pendidikan nasional. Konsep ini secara sadar menggeser peran guru dari sekadar pelaksana rutinitas kelas menuju pencipta perjumpaan yang berkualitas dan bermakna.<\/span><\/p>\n<p><span style=\"font-size: 14pt; color: #000000; font-family: georgia, palatino, serif;\"> Kehadiran guru tidak lagi diukur dari frekuensi tatap muka atau jumlah capaian pembelajaran, melainkan dari jejak nilai yang tumbuh dan membekas dalam diri murid.<\/span><\/p>\n<p><span style=\"font-size: 14pt; color: #000000; font-family: georgia, palatino, serif;\">Dalam pembelajaran mendalam, murid tidak cukup hanya mengetahui. Mereka dituntut untuk merasakan, mengalami, dan menggunakan pengetahuan dalam kehidupan nyata. <\/span><\/p>\n<p><span style=\"font-size: 14pt; color: #000000; font-family: georgia, palatino, serif;\">Namun, realitas di lapangan menunjukkan adanya paradoks. Pasca terbitnya Surat Edaran Mendikdasmen tertanggal 24 Januari 2025 yang memuat sembilan prioritas pendidikan salah satunya pelaksanaan pembelajaran mendalam berbagai kegiatan peningkatan kompetensi guru mulai digelar dengan label deep learning.<\/span><\/p>\n<p><span style=\"font-size: 14pt; color: #000000; font-family: georgia, palatino, serif;\">Sayangnya, kegiatan tersebut kerap berlangsung singkat, padat ceramah, minim refleksi, dan lebih dominan seremoni. <\/span><\/p>\n<p><span style=\"font-size: 14pt; color: #000000; font-family: georgia, palatino, serif;\">Guru-guru dibekali regulasi dan arahan yang bersifat instruktif, bahkan seolah diasumsikan belum pernah menyentuh praktik pembelajaran yang mendalam. <\/span><\/p>\n<p><span style=\"font-size: 14pt; color: #000000; font-family: georgia, palatino, serif;\">Mereka dikumpulkan, diseragamkan, dan dijejali definisi tanpa ruang dialog yang memadai. Kebingungan pun muncul, meski sering disamarkan lewat senyum dan anggukan.<\/span><\/p>\n<p><span style=\"font-size: 14pt; color: #000000; font-family: georgia, palatino, serif;\">Padahal, jika ditelisik lebih dalam, guru sejatinya adalah kurikulum itu sendiri. Guru bukan sekadar pelaksana sistem yang sarat kepentingan, melainkan jiwa pendidikan, penentu arah mimpi, dan fondasi pembentukan karakter. <\/span><\/p>\n<p><span style=\"font-size: 14pt; color: #000000; font-family: georgia, palatino, serif;\">Kerangka dasar tugas guru telah lama dirintis Ki Hajar Dewantara melalui empat aspek pendidikan karakter: olah pikir, olah hati, olah rasa, dan olah raga.<\/span><\/p>\n<p><span style=\"font-size: 14pt; color: #000000; font-family: georgia, palatino, serif;\">Empat aspek tersebut menempatkan guru dalam empat peran utama: pengajar, pendidik, pembimbing, dan pelatih. Namun, di era kecerdasan buatan dan teknologi digital, hanya dua peran yang tak tergantikan mendidik dan membimbing. Mengajar dan melatih kini dapat difasilitasi oleh AI, platform digital, dan media daring yang menyediakan materi serta tutorial sangat lengkap. Sebaliknya, mendidik dan membimbing menuntut perjumpaan manusiawi yang tidak dapat direplikasi mesin.<\/span><\/p>\n<p><span style=\"font-size: 14pt; color: #000000; font-family: georgia, palatino, serif;\">Secara konseptual, pembelajaran mendalam merujuk pada empat pilar pendidikan UNESCO yang dirumuskan Jacques Delors pada 1996: learn to know, learn to do, learn to be, dan learn to live together. <\/span><\/p>\n<p><span style=\"font-size: 14pt; color: #000000; font-family: georgia, palatino, serif;\">Namun pendidikan Indonesia dinilai masih berkutat pada level awal hafalan, pendiktean, dan pertanyaan dangkal belum menyentuh puncak pembelajaran yang membentuk kesadaran hidup dan tanggung jawab sosial murid.<\/span><\/p>\n<p><span style=\"font-size: 14pt; color: #000000; font-family: georgia, palatino, serif;\">Pertanyaan kritis pun mengemuka: apakah guru benar-benar telah dibekali penguatan kompetensi yang substansial untuk menjalankan pembelajaran mendalam?<\/span><\/p>\n<p><span style=\"font-size: 14pt; color: #000000; font-family: georgia, palatino, serif;\"> Ataukah mereka hanya hadir secara fisik dalam pelatihan, lalu kembali belajar secara otodidak di tengah keterbatasan sistem?<\/span><\/p>\n<p><span style=\"font-size: 14pt; color: #000000; font-family: georgia, palatino, serif;\">Perbandingan dengan sistem pendidikan di Amerika Serikat menunjukkan perbedaan mencolok. Di sana, peran administrasi sekolah dan guru dipisahkan secara tegas. <\/span><\/p>\n<p><span style=\"font-size: 14pt; color: #000000; font-family: georgia, palatino, serif;\">Guru difokuskan pada riset pedagogi, penguasaan materi esensial, serta pengembangan metode mengajar. Sementara di Indonesia, beban administrasi justru menumpuk di pundak guru, menyita waktu dan energi yang seharusnya digunakan untuk memahami murid dan memaknai pembelajaran.<\/span><\/p>\n<p><span style=\"font-size: 14pt; color: #000000; font-family: georgia, palatino, serif;\">Akibatnya, tidak sedikit guru yang lebih fasih menghafal regulasi, naskah akademik, dan slogan kebijakan ketimbang menjelaskan kepada murid mengapa suatu materi penting dipelajari dan apa relevansinya dengan kehidupan nyata. <\/span><\/p>\n<p><span style=\"font-size: 14pt; color: #000000; font-family: georgia, palatino, serif;\">Konsep critical thinking dan problem solving pun kerap tereduksi menjadi jargon atau sekadar pelengkap sesi ice breaking.<\/span><\/p>\n<p><span style=\"font-size: 14pt; color: #000000; font-family: georgia, palatino, serif;\">Membaca ambiguitas eksistensi guru dalam pembelajaran mendalam sejatinya adalah membaca kegamangan sistem pendidikan kita sendiri.<\/span><\/p>\n<p><span style=\"font-size: 14pt; color: #000000; font-family: georgia, palatino, serif;\"> Idealnya, setiap kebijakan pendidikan melewati lima tahapan: temuan, perencanaan, persiapan, pelaksanaan, dan evaluasi. Namun yang terjadi, sistem seolah melompat dari temuan langsung ke intervensi, melupakan perencanaan dan persiapan yang matang.<\/span><\/p>\n<p><span style=\"font-size: 14pt; color: #000000; font-family: georgia, palatino, serif;\">Akibatnya, yang lahir bukan dampak nyata, melainkan narasi pembelaan. Padahal, tidak ada guru yang menolak belajar. Yang mereka rindukan adalah kehadiran mentor yang menemani proses tumbuh, bukan kebijakan yang menghakimi. Guru yang tenang adalah fondasi utama bagi masa depan pendidikan yang terang. (MI(<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Oleh: E. Nong Yonson Praktisi &amp; Konsultan Pendidikan Kuoang, nwartapedia.com \u2014 Gagasan pembelajaran mendalam (deep learning) kini menjadi<\/p>\n","protected":false},"author":1,"featured_media":9157,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[6],"tags":[890],"class_list":["post-9156","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-daerah","tag-membaca-ambiguitas-eksistensi-guru-dalam-pembelajaran-mendalam"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v21.5 - https:\/\/yoast.com\/wordpress\/plugins\/seo\/ -->\n<title>Membaca Ambiguitas Eksistensi Guru Dalam Pembelajaran Mendalam - Wartapedia - nwartapedia.com<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/nwartapedia.com\/index.php\/2025\/12\/17\/membaca-ambiguitas-eksistensi-guru-dalam-pembelajaran-mendalam\/\" \/>\n<meta property=\"og:locale\" content=\"id_ID\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Membaca Ambiguitas Eksistensi Guru Dalam Pembelajaran Mendalam - Wartapedia - nwartapedia.com\" \/>\n<meta property=\"og:description\" content=\"Oleh: E. 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