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All Journal JPK (Jurnal Pancasila dan Kewarganegaraan) Jurnal Studi Guru dan Pembelajaran
Fatma, Hawinda Widya
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Education

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Teacher Agency and Pedagogical Challenges in an Innovative Learning Environment: Lessons from Semesta School, Indonesia Dianto, Aris; Fatma, Hawinda Widya; Winarno, Winarno; Syapon, Syapon; Yusuf, Arief Rahman
Jurnal Studi Guru dan Pembelajaran Vol. 8 No. 3 (2025): September - Desember 2025
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/jsgp.8.3.2025.7311

Abstract

This study examines teacher agency and the pedagogical challenges faced by educators within an innovative learning environment at Semesta School, Indonesia. The research aims to explore the manifestations of teacher agency, the factors influencing it, and the strategies teachers employ to address pedagogical challenges in innovative classrooms. A qualitative method with a case study design was employed. The research subjects consisted of eight teachers selected through purposive sampling based on variations in teaching experience, subject areas, and level of involvement in innovative teaching practices. The school principal and two academic coordinators were also involved as supporting informants. Data collection techniques included in-depth interviews, participatory observation over three months, and analysis of school documents. Data analysis was performed using thematic analysis with a reflexive approach, through the process of transcription, open coding, theme development, and iterative review. Data validity was ensured through triangulation of sources, techniques, and timing, as well as a member checking process. The results indicate that teacher agency is formed through the interaction of pedagogical competence, professional reflection, a supportive school culture, and adaptive classroom management practices. Teachers were able to negotiate professional autonomy with curriculum demands, utilize learning assessment as a reflective tool, and develop innovative strategies to enhance student engagement and autonomy. The research implications emphasize the importance of structural support, a collaborative culture, and continuous teacher capacity development to strengthen their agency in 21st-century learning transformation.
Manajemen Pengembangan SDM Berbasis Coaching dan Mentoring untuk Meningkatkan Efikasi Diri Guru di SMKN 1 Slahung Fatma, Hawinda Widya; Sulton, Sulton
JPK (Jurnal Pancasila dan Kewarganegaraan) Vol 11 No SpecialIssue(2) (2026): Issue Pedagogi
Publisher : Universitas Muhammadiyah Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24269/jpk.v11iSpecialIssue(2).13072

Abstract

The paradigm shift in teacher professional development emphasizes the need for continuous, contextual, and job-embedded approaches. This study aims to analyze human resource development management based on coaching and mentoring to enhance teachers’ self-efficacy at State Vocational High School 1 Slahung. A systematic-conceptual literature review was employed to synthesize empirical and theoretical studies on teacher professional development, self-efficacy, and the implementation of coaching and mentoring in educational settings. The findings indicate that coaching and mentoring, when strategically integrated into school human resource management systems, have a positive and significant impact on teachers’ self-efficacy across pedagogical, classroom management, and professional engagement dimensions. Coaching primarily strengthens teachers’ confidence through reflective feedback and mastery experiences, while mentoring supports psychosocial development and professional identity formation. The study concludes that integrated coaching and mentoring-based human resource development management constitutes an effective and sustainable strategy for enhancing vocational teachers’ self-efficacy. This approach positions professional development not as a fragmented activity but as a core component of school management and teacher empowerment.
Co-Authors Dianto, Aris Sulton Sulton, Sulton Syapon, Syapon Winarno Winarno Yusuf, Arief Rahman