Refleksi Kritis Sebagai Strategi Pengembangan Profesional Guru Sekolah Dasar dan Implikasinya terhadap Mutu Pembelajaran

Abstract

The quality of learning in elementary schools is closely linked to teachers’ professional competence as the main agents of the educational process. Contemporary educational challenges require teachers to continuously develop their pedagogical and professional capacities in response to curriculum changes, technological advancement, and diverse student characteristics. Critical reflection has emerged as a strategic approach to professional development, as it enables teachers to systematically examine their teaching practices and implement meaningful improvements based on classroom experiences. This article aims to examine the role of critical reflection as a strategy for elementary school teachers’ professional development and its implications for learning quality. The study employed a systematic literature review by analyzing peer-reviewed national and international journal articles published between 2023 and 2025. Data were analyzed using thematic analysis to identify dominant patterns related to reflective practices, professional development strategies, and learning outcomes. The findings indicate that critical reflection, conducted both individually and collaboratively, significantly enhances teachers’ professional competence, instructional adaptability, and the quality of teacher–student interactions. Sustained reflective practices also promote instructional innovation and contextual integration of educational technology. In conclusion, critical reflection functions as a transformative professional development strategy that directly contributes to improving learning quality in elementary education and should be systematically embedded in teachers’ continuing professional development programs.