Analysis of Learning Agility in the Performance of Achievement Teachers in Yogyakarta

Abstract

This study aims to analyze learning agility in the performance of outstanding teachers in Yogyakarta from the aspects of people agility, mental agility, change agility, and result agility. The method used is descriptive with a qualitative approach. The sampling technique used was purposive sampling with the following criteria: 1) teacher; 2) aged 27-55 years; 3) have achievements; 4) still active in teaching activities. The sample used is a typical case sample, where the special research subjects are outstanding teachers at SMU Negeri 8 Yogyakarta. Collecting data using structured interviews, then described and identified into several themes. The results showed that outstanding teachers had high learning agility at work. They perform maximum work performance, can take lessons from work experience, and respond to changes with full awareness and enthusiasm for learning to improve skills, knowledge, and self-competence. Social support and goal orientation are needed in building learning agility in teachers to develop. Learning agility plays an important role in improving the quality of teacher performance, so that, the education quality and the learning spirit can continue to be improved and becomes an inspiration for the young generation.

Role of teacher learning agility: an empirical study for islamic educational success in Indonesia

“…This statement is proven by the results of the research above which show the responses of the respondents in implementing the variables which are indicators of learning agility. Santoso and Yuzarion [18], learning agility indicators must reflect the following attitudes: i) People agility: they are individuals who understand themselves well, learn from experience, are calm and professional, and build constructive relationships with different people [19]; ii) Result agility: they are trusted individuals who can achieve superior results in difficult circumstances and support others to achieve high [26]; iii) Mental agility: it identifies individuals who are comfortable with complex events, carefully examining issues and establishing relationships between different elements [19]; iv) Change agility: expressing people who are curious, broad-minded, and willing to participate in activities that can gain experience and develop skills [18].…”

Urgensi Learning Agility Guru sebagai Ujung Tombak Pendidikan

“…Empat artikel tersebut dirangkum dalam tabel berikut: Berdasarkan penelitian Santoso & Yuzarion, guru yang berprestasi di Yogyakarta memiliki learning agility tinggi dalam bekerja. Artinya mereka menunjukkan adanya empat aspek learning agility berupa 1) mengenali diri, belajar dari pengalaman, serta dapat mengembangkan orang lain secara konstruktif; 2) tetap mendapatkan hasil dalam situasi yang sulit; 3) memikirkan persoalan dari sudut pandang baru dan merasa nyaman dengan situasi yang ambigu/kompleks; 4) mengembangkan keterampilan dan pengetahuan dan termotivasi untuk berprestasi (Santoso & Yuzarion, 2021). Hal ini sejalan dengan penelitian yang dilakukan oleh Wahjusaptri & Fadilah bahwa agility memiliki efek yang signifikan pada performa guru.…”

“…Guru membutuhkan agility agar dapat bergerak cepat dan cekatan dalam menghadapi perubahan dan menyelesaikan persoalan dengan berbagai ide baru (Miles, 2013). Oleh sebab itu, learning agility berperan penting mengoptimalkan kualitas kinerja guru sehingga mutu pendidikan dan pembelajaran dapat terus ditingkatkan dan memberi inspirasi kepada anak didik (Santoso & Yuzarion, 2021;Wahjusaputri & Fadilah, 2022).…”

Can Learning Agility Predict Students’ Academic Burnout During Distance Learning

“…Furthermore, agile learners' students will show high intellectual curiosity, have the initiative to learn, and can accept changes in every condition (Sung, 2021). Individuals with high learning agility will perform well even in new or difficult situations (Santoso & Yuzarion, 2021). Based on the characteristics of the agile learner, learning agility is essential during the distance learning period to reduce academic burnout levels and achieve students' academic success.…”