Strategi Regulasi Diri dalam Memitigasi Distraksi Digital pada Pembelajaran Teknis di SMK: Sebuah Tinjauan Literatur Sistematis (2021-2026)
DOI:
https://doi.org/10.52436/1.jpti.2009Kata Kunci:
distraksi digital, pendidikan vokasi, regulasi diri, smk, systematic literature reviewAbstrak
Distraksi digital atau cyberslacking merupakan hambatan krusial dalam penguasaan kompetensi praktikum di Sekolah Menengah Kejuruan (SMK). Kajian ini bertujuan menyintesis temuan-temuan mutakhir mengenai strategi regulasi diri (self-regulation) yang efektif dalam memitigasi distraksi digital pada konteks pembelajaran teknis vokasional. Penelitian ini menggunakan metode Systematic Literature Review (SLR) berbasis protokol PRISMA 2020 dengan menganalisis 35 artikel terpilih dari basis data Scopus, ScienceDirect, dan ERIC yang terbit pada rentang 2021–2026. Hasil sintesis menunjukkan bahwa integrasi simultan antara strategi kognitif personal, penataan lingkungan belajar digital yang terstruktur, dan intervensi pedagogis berbasis proyek secara signifikan meningkatkan resiliensi digital peserta didik SMK. Kebaruan ilmiah penelitian ini terletak pada konstruksi Vocational Self-Regulation Model (VSRM)—sebuah pemetaan model regulasi diri yang dirancang secara kontekstual untuk ekosistem perbengkelan vokasional— yang dibangun melalui kerangka tripartit integratif: (1) regulasi kognitif-internal mencakup penetapan tujuan belajar dan pemantauan diri secara berkala; (2) penataan lingkungan eksternal melalui pemberlakuan Distraction-Free Zones serta peranti lockdown browser), dan (3) intervensi pedagogis proaktif berupa pembelajaran berbasis proyek berstandar industri guna menjamin keselamatan kerja sekaligus mengoptimalkan penguasaan kompetensi psikomotorik siswa. Implikasi praktis penelitian ini bagi pendidik vokasional adalah perlunya penguatan peran guru sebagai fasilitator metakognitif dalam membentuk lulusan yang adaptif, kompeten, dan siap bersaing di era industri 4.0.
Unduhan
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