ANALYSIS OF LEARNING AGILITY IN THE PERFORMANCE OF ACHIEVEMENT TEACHERS IN YOGYAKARTA

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 Jurnal Pedagogik, Vol. 08 No. 01, Januari-Juni 2021 ISSN : 2354-7960, E-ISSN : 2528-5793 https://ejournal.unuja.ac.id/index.php/pedagogik 78 Analysis of Learning Agility in the Performance of Achievement ... 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 selfcompetence. 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.

Based on the publication of data by the World Economic Forum, namely the Global Human Capital Report 2017, Indonesia's ranking in the education sector is still in 65th position out of 130 countries. Indonesia ranks right after Vietnam, and is significantly below other ASEAN member countries, such as in 11 th position, namely Singapore, 33rd position is Malaysia, 40 th place is occupied by Thailand, then 50 th place is occupied by the Philippines (Khuzaini, 2019). This condition certainly needs to be realized by the Indonesian people to continue to be persistent in advancing the quality of education in Indonesia. The quality of education that is increasingly advanced will be increasingly able to bring the nation to progress in various fields so that it is able to compete in the global arena.
The advancement of the nation is certainly very much supported by the quality of education which is increasing with the main key being teachers who have good competence. The success of students today is largely determined by the function of the teacher after determining the final evaluation of learning nationally, not through the National Examination (Arifa & Prayitno, 2019). Teachers can strive for a quality learning process by conditioning a comfortable learning environment and attracting students' interest, one of which is through the facilities and infrastructure that are used optimally, and obstacles and barrier factors are minimized as best as possible (Bali & Holilah, 2021). The teacher is also an example for students in addition to their function in teaching and education. Teachers with sufficient competence can creatively provide effective challenges so that students' enthusiasm for learning can be grown.
Research by Faizah et al. It is stated that humans need to mature through education, this is because the determinants of the quality of behaviour and attitudes in individuals in the bad or good category begin with how the quality of education is the quality of previous education (Faizah et al., 2019). Thus, the level of human quality in the future can increase and experience developed through the quality of educators and students who continue to develop.
In supporting the improvement of teacher performance, competence and achievement, it is necessary to have learning agility. Learning agility is defined as determination and the capacity to take lessons from what has been experienced before to be implemented through additional challenges in the next responsibility role (DeMeuse, 2017). The experience becomes the main determinant in a person in the process of his own development, which is determined further by one's ability to take lessons from the experience that has been obtained.
At present, almost all people in the world are expected to be able to move forward and strive for renewal and still be able to show maximum performance in various conditions and challenges (Rozi et al., 2020). Gravett and Caldwell also argue that learning agility is linked to an individual's adaptive capacity and a willingness to cope with new situations later in life (Gravett & Caldwell, 2016). The increasing need for organizations expects individual abilities to adapt as quickly as possible (Zamroni et al., 2020). Such performance mechanisms are able to support individuals so that they can survive and grow optimally in the changing times that are getting faster from time to time. This condition is because agile learners form a learning environment through a mechanism by which learning opportunities can be generated (Burke, 2018).
Understanding this condition, then the quality of workers' competitive ability needs to be improved. Changes and advances in skills and knowledge need to be made for workers if the capacity of skills and skills at this time is far behind market needs (Rezasyah et al., 2018 Educators with learning agility abilities will be able to have optimal performance in their performance to advance the quality of education. This is because educators with learning agility in their performance will appear more independent, creative, create something new, proactive, quickly take the knowledge through old situations and improve further conditions through various solutions offered, mastery of sustainable technological developments, and are willing to seek input so that always towards progress and the spirit of getting different opportunities. Howard found in his research that when someone has optimal learning agility skills, it has been shown to have high performance at work (Howard, 2017).
This study has been proven in their research, namely the work performance of pre-service educators, which proves that learning agility has a function to be a significant determining factor in the work performance of pre-service educators (Howard, 2017). High performance can be shown by the achievement in work. Optimal workability can be demonstrated through the presence of achievements in performance. Thus, learning agility can eventually spur educators to make more achievements because of the urge to be better than before, looking for different challenges, and obtaining new achievements even in situations full of challenges that are various, and are different at any time.
The low quality of education is indicated by the existence of influencing factors in the current phenomenon, which is indicated by the lack of desire to produce new work achievements, the lack of competency adjustments with technological developments, so it appears that the creativity and renewal made by teachers during the learning process are not optimized (Wibowo, 2015). The low willingness to progress has resulted in a lack of educators in their participation through outstanding teacher competitions, where this condition is shown in the unachieved overall school that sends outstanding teachers on this occasion . This fact shows that there is distrust in educators so that they prefer to do routine teaching rather than encourage enthusiasm in increasing self-competence (Romani, 2012). Indonesia in teacher quality is still at the 14th level out of 14 developing countries at the international level according to data from UNESCO (Yunus, 2018). This phenomenon becomes an empirical problematic gap between the fact that learning agility in educators has not fully grown as desired by all parties so that it continues to develop to advance education in the country.
Research related to learning agility continues to develop, but there are no studies related to learning agility among outstanding teachers in Yogyakarta. This study aims to dig deeper related to learning agility in the performance of outstanding teachers in Yogyakarta in terms of the aspects of people agility, mental agility, change agility, and result agility. This research, researchers hope that it can be a discourse and encouragement for educators to foster learning agility in an era that continues to change in progress and developments in the present in various fields, then educators will be able to continue to build self-quality in performance in educational institutions for the advancement of educational quality in Indonesia.

Method
The method used in this research is a qualitative approach. The use of qualitative descriptive methods is intended so that data can be obtained from phenomena in the field in a deep, comprehensive, and meaningful way so that the objectives of the research can be obtained.
Sampling using purposive sampling through criteria, namely: 1) teacher; 2) aged 27-55 years; 3) have achievements; 4) still work as a teacher. The sample that was also applied was the typical case sample, where the research subject was specifically for outstanding teachers at SMU Negeri 8 Yogyakarta.
The researcher carried out the licensing process before the research was carried out at the school and provided an informed consent sheet to respondents who were willing to be interviewed at SMU N 8 Yogyakarta.
The number of subjects who met the criteria and were willing to be interviewed were five teachers, namely the initials of the subject's names: D, A, T, J, and S. Data were collected through structured interviews. Sugiyono said that the interview is an activity of exchanging information and ideas between 2 individuals which is carried out by asking and answering activities, so that a certain meaning is obtained, and it can be used as a summary (Sugiyono, 2017). The data obtained in this study are then analyzed,

Results and Discussion
The findings and the acquisition of learning agility analysis for outstanding teachers through their performance in Yogyakarta are described below.

Ability to Know Your Strengths and Weaknesses
The findings from the analysis of this study can be shown that subject T has the advantage of working fast, if in the mood, it will work thoroughly without limits, and is good at socializing. The weakness of subject T is that it tends to be sensitive, not sure about himself, not being able to control his emotions well. Subject J has the advantage of being able to produce rational thoughts when facing problems in learning according to the teaching material he is working on, namely mathematics.

Skills to Gain Knowledge through Experience
Subject D explores knowledge through experience when going to an outstanding teacher competition, where subject D has to meet deadlines in producing portfolios and papers, where at that moment the subject is also actively participating in the task force in assessing school accreditation, so subject D takes lessons so that able to share opportunities and thoughts so that everything can take place in balance. The influence on the next activity of subject D through past difficulties is being able to document letters or certificates of involvement in each activity, and having the awareness to have to start writing a scientific paper so that if there is a sudden order to write, you can immediately be ready to run it without feeling stressed. Subject A learned lessons from the previous incident until he won two championships at the national level when he was still an honorary teacher, where his income at that time was still very limited. This experience motivates subject A to be persistent in working. Subject T is an independent woman and a single parent with two children. Subject T is accustomed to being responsible for choices in the realities of his life as well as trying his best to survive, also being able to continue his Masters' studies until completion even with his limitations. Subject J took lessons from the diversity of students' thinking in which he taught when describing a problem in a subject matter, so that he was able to end up on one thing in common.
Subject J realized that the characteristics of students with diversity must be accommodated and given space for students to be able to increase their potential. Subject S Teachers have the capability to take lessons from experience, both personally in performance and when studying with students, and then use them in designing different strategies more proficiently at the opportunity to carry out their next assignment. This reality shows the existence of learning agility in educators in the form of the ability and willingness to be able to seriously examine through experience while carrying out tasks when previously taken, and then apply the knowledge gained from that experience to carry out actual and challenging work tasks more optimally (DeMeuse & Feng, 2015).

Tough in the Crack of Change
Subject D responded to changes when there was a system of technology and education by realizing that he had to get used to and continue to practice in order to keep up with current educational developments. An Subject A responded to this through active efforts to adapt and learn. Subject T follows changes with the motivation to gain knowledge, then tries to apply it to his work routine. Subject J realizes that as much as possible to adapt with the transformation that is happening now, renewing his abilities. Subject S realized that the teacher should be prepared for various transitions. According to subject S, the government has made efforts to improve learning, and subject S believes that changes must have been considered by experts with their competence and have thought about changes for educational advancement, especially in the era of globalization and the current millennium era.

Treating the Social Environment Constructively
For someone who is confused about the changes that have occurred, subject D tries to help as much as possible and moves to invite his colleagues to participate in training or seek answers from the experts. Subject A strives to be enlightened. Subject T tries to foster understanding in his colleagues regarding change as something that is certain to happen and invites them to participate in change by examining knowledge of environmental conditions and people around him. Subject J engages his friends in exchanging ideas and finding other people to discuss and find solutions in following changes in the education system. Subject S also invited his friends to a discussion and exchange ideas.
It appears that all subjects try to be able to help colleagues in their work environment when facing the difficulties of the transition period in the current education system through understanding the changes that are happening, inviting them to seek information and insights from experts, and discussing how to solve problems collectively. The same for the difficulties experienced. This reality supports research by Aliyyah & Idham that there is a positive and significant correlation between learning agility abilities and collaborative action on performance among workers, where the higher the learning agility ability among workers, the stronger the collaborative behaviour in their work area (Aliyyah & Idham, 2020).

Social Support and Collaboration are Required to Foster Learning Agility
A slightly different experience is found in an educator who has self-strength in the form of a good spirit of work and seeks to build an active situation and liven up the atmosphere at every opportunity, but the subject considers himself in a condition less able to convey arguments to others, which often causes the subject to find he is less liked because he is considered to disturb his comfort zone. Then sometimes teachers find social conditions less supportive, and even seem to feel competitive if they excel. This condition actually has an impact on improving the quality of teachers so that they can grow, as in a study by Jatmika & Puspitasari which examined learning agility among the millennial generation workforce in Jakarta stated that comparing to the previous generation, the millennial generation has a consistent determination and is also stronger in learning.
However, if the millennial generation is not given adequate opportunities to gain knowledge, to develop, then this situation will cause obstacles to the development of the aspects of people agility (Jatmika & Puspitasari, 2019). The collaboration together in social activities can significantly actualize talent and performance among the millennial generation, especially on targets that have benefits (Parsons & Maccallum, 2019). This condition shows the importance of providing support to teachers so that they can continuously be active in expressing ideas and work progressively so that teachers have confidence in themselves so that they can always build self-quality and performance.

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All subjects try to face difficulties through seeking knowledge and discourse from reading or discussing with colleagues and family in order to get understanding and a discourse on the way out of the problems at hand. As Burke stated that in order for learning through new events to be achieved, one should be able to manage the conditions that occur more effectively, creating a situation where an atmosphere of learning can be built (Burke, 2018). Subjects A, T, and S tried to deal with problems with a patient heart condition followed by surrendering to Allah through offered prayers. Calmness plays a significant role when controlling a situation that is considered difficult. Mitchinson & Morris explained that in order to create an individual with learning agility, one of the ways is performance, which is trying to understand the problems that confront and keep a calm heart when facing stressful and challenging conditions at work (Mitchinson & Morris, 2014).

Taking Time to Develop Yourself
Responding to stagnant conditions, subject D just followed the direction of the road and tried to learn Jatmika also added that employees who are in the era of today's technology transition need to hone their learning agility skills so that they can adjust to the transformation that is taking place (Jatmika, 2020).

Able to Overcome Ambiguity and Complexity of Work Situations
Subject D will always be calm and say a prayer in complex situations, so that everything can be resolved.  (Kim et al., 2018). Individuals with this characteristic will survive even when the results are ambiguous, consistent to calm down when faced with challenging tasks until the results are able to work optimally even in situations that are not similar to before (Bali & Musrifah, 2020).

Ability to Overcome Obstacles While Achieving
When trying to achieve achievement in performance, the five subjects encountered various obstacles, among others, subject D encountered obstacles in the form of a guaranteed requirement to be able to gain achievement, which was trying to have the ability or competence which increased from yesterday for the progress of learning as a teacher; where the challenge is the subject T feels lazy to read when going to write; Subject J realizes that personally, he has a limited capacity because of an ordinary human being, and perfection belongs only to Allah Swt.; subject S has difficulty in time Jurnal Pedagogik, Vol. 08 No. 01, Januari-Juni 2021 ISSN : 2354-7960, E-ISSN : 2528-5793 https://ejournal.unuja.ac.id/index.php/pedagogik management. Efforts to be able to overcome these obstacles include: subject D dares to always learn regardless of the results; A persistent subject trying to achieve its goals according to ability; subject T encourages personal intention to be worthy as an example for his children; subject J always prays for guidance from Allah Swt.; subject S tries to overcome obstacles when trying to achieve through performance planning.
Every subject has obstacles and challenges in achieving achievement, however, all subjects still display their maximum efforts to consistently study, try, pray, then study the knowledge of each event in an effort to achieve achievement and always innovate to produce works. This fact is consistent with Bedford's research which found that learning agility is highly correlated with work performance and the potential for progress, where as a person advances in any career, each person should be able to take knowledge of the events experienced (Bedford, 2011).

Seek to Develop Skill and Knowledge
The effort to develop skills and knowledge in carrying out performance was manifested by subject A through a lot of searching for discourse and discussing with someone who better understands something that he  (Kim et al., 2018).

Motivation in Achievement
Subjects who are outstanding teachers have various motivations in realizing achievements in their performance, including a subject who intends to measure one's own ability through the path of achievement, moves as a qualified and professional teacher, also hopes to be able to activate the spirit of self-improvement through the inspiration for the achievements that have been achieved in generations younger. The motivation of the senior lecturers explained that learning agility can differ according to the level of seniority and age, as in research from Ozgenel & Yazici on school administrators in Istanbul, Turkey where administrators with seniority and older age have higher learning agility than administrators with seniority and age younger ones (Ozegenel & Yazici, 2021 learning agility which in turn will help strengthen employee involvement in work (Saputra et al., 2018). De Meuse & Feng also mentioned that the potential that grows in a person cannot be fully detected from the results of the work shown previously, but wants each person to be able to create a new different work (DeMeuse & Feng, 2015).

Work Results When Full of Pressure
The result agility aspect is indicated by how one's performance is achieved during stressful situations and displays a capable performance in front of other individuals. Subject D builds his self-image by holding the job mandate as well as possible, such as reaching the final point of his work according to a predetermined time even though he has to do the task at his place of residence when under deadline pressure. Subject A tries to carry out the work mandate when under pressure and is consistent on a priority scale and finds his work results more satisfying among his colleagues. Subject T felt tense while working under pressure and felt that his achievement was not optimal. Subject J tries to be relaxed when faced with stressors in performance and tries to solve them optimally.
Subject S overcomes work pressure through a SWOT analysis step and a priority scale, then considers and analyzes all the results of the arrangement of steps that have been carried out previously.
When the work situation is filled with pressure, the teachers complete the work, including always totality when carrying out their work assignments and arranging the stages of implementation according to priorities so that satisfying and optimal work results are realized.
Subject A believes that the results of his work are still better even under stressful conditions. Subject S analyzes and plans mature steps in responding to the demands of his work. Delivered by De Meuse, individuals with high learning agility will be able to get performance achievements even in difficult situations. A person with learning agility will constantly try to experiment through various activities and increase his/her capacity to be able to perform the best in different activities. Often times, stressful situations can be managed as a valuable experience that most knowledge for them (DeMeuse, 2017).

Ability to Create a Good Self Performance
Subjects D and T strive to maintain self-credibility by acting appropriately, maintaining communication and behaviour so as not to make mistakes, and improving selfcharacter. Subjects A, T, and J try to convince the surrounding environment with good work results in accordance with applicable rules and procedures. Subject S displays the competencies and skills that exist in him by always being open to improvements provided by the surrounding environment.
The five subjects strive for the realization of a sense of trust from the surrounding environment through the manifestation of personality, attitudes, behaviour, and performance at work proficiently. Some teachers also try to display their personal abilities and maintain communication by accepting every suggestion and criticism from their social environment. Individuals with learning agility will continue to look for new challenges, proactively seek feedback through their environment to grow and move forward (Rahman et al., 2019). Receiving criticism from the social environment will support the identification of lessons on an incident on duty, where these conditions are difficult to obtain if avoided and the individual is allowed to run and understand his own experience (DeMeuse, 2017).

Conclusion
Research related to learning agility in the performance of outstanding teachers in Yogyakarta shows that outstanding teachers have high learning agility in the aspects of: people agility, mental agility, change agility, and result agility. Outstanding teachers can show optimal work performance and are always aware of their weaknesses and strengths, are able to take lessons through an event experienced while carrying out their work, then use them in their next job, and are able to respond to any transformation that occurs consciously and remain enthusiastically enriching themselves with various science in order to increase his skills, knowledge, and competence. Outstanding teachers are aware of their diverse social realities so they want to participate in inviting their colleagues in constructive activities so that all have a spirit of learning and personal enrichment through proactively seeking knowledge and knowledge in various available media facilities. Outstanding teachers display good selfcapacity to survive when faced with stressors and job complexities, persistently work optimally, implement good strategies, and achieve maximum work achievement according to targets and quality of work.
In addition, there is also a need for support from the work community to foster learning agility in teachers in order to create encouragement to learn about life experiences and the processes therein, a willingness to go forward, and to develop in the current era of changing times. Goal orientation is also needed so that the consistency and resilience of teachers to overcome obstacles when they want to work forward and achieve can be overcome, then reliable in achieving optimal work results in line with the set targets. Learning agility plays a significant role in advancing the quality of teacher work so that the effect is that the quality of education can continue to be improved with the spirit of learning, professional performance and original work that develops into inspiration for the next young generation.