Aprinaldo, Dini Mufti, Muhammad Subhan

Analisis Pembelajaran Reflektif Ilmu Pengetahuan Sosial untuk Penguatan Kompetensi Pedagogik Mahasiswa Rekognisi Pembelajaran Lampau

Introduction

Analisis pembelajaran reflektif ilmu pengetahuan sosial untuk penguatan kompetensi pedagogik mahasiswa rekognisi pembelajaran lampau. Analisis pembelajaran reflektif IPS SD untuk mahasiswa RPL. Temukan bagaimana refleksi sistematis memperkuat kompetensi pedagogik & mentransformasi praktik mengajar.

Abstract

This research seeks to examine the implementation of reflective learning in the Elementary Social Studies (IPS SD) course within the context of Recognition of Prior Learning (RPL) and its contribution to enhancing students’ pedagogical competence. The study applied a qualitative method using an intrinsic case study design. The participants were RPL students with prior teaching experience in elementary schools. Data were collected through structured reflective journals, in-depth interviews, participant observation, and document analysis. The data were analyzed using thematic coding involving data reduction, categorization, and meaning construction. The findings reveal that initially, students perceived pedagogical competence in procedural terms, primarily oriented toward content completion. Through structured reflective cycles, a transformation of pedagogical awareness occurred, characterized by the deconstruction of routine practices, reconstruction of contextual learning strategies, integration of professional experience with academic theory, and a shift toward authentic assessment practices. Theoretically, the study confirms that professional experience does not automatically evolve into mature pedagogical competence without systematic critical reflection. Reflective learning in the RPL context functions as a transformative mechanism that bridges empirical experience with formal academic standards of teacher competence.

Review

This paper, "Analisis Pembelajaran Reflektif Ilmu Pengetahuan Sosial untuk Penguatan Kompetensi Pedagogik Mahasiswa Rekognisi Pembelajaran Lampau," presents a timely and important investigation into the role of reflective learning within the Elementary Social Studies curriculum for students enrolled in Recognition of Prior Learning (RPL) programs. The study's focus on enhancing pedagogical competence in students who already possess prior teaching experience addresses a critical need in teacher education, particularly for non-traditional pathways. Utilizing a qualitative, intrinsic case study design, the research meticulously explores how structured reflection can impact experienced learners, setting a strong foundation for understanding transformative professional development. The methodological rigor employed in this study is a significant strength. The multi-faceted approach to data collection, incorporating structured reflective journals, in-depth interviews, participant observation, and document analysis, ensures a rich and triangulated understanding of the phenomenon. The thematic coding analysis, detailing data reduction, categorization, and meaning construction, further enhances the credibility of the findings. The core revelation – that students' initial procedural understanding of pedagogical competence evolved into a more nuanced and contextually aware approach through structured reflective cycles – is particularly insightful. The deconstruction of routine practices, reconstruction of contextual strategies, integration of theory with experience, and shift towards authentic assessment practices collectively illustrate a profound transformation. Crucially, the theoretical confirmation that professional experience alone does not guarantee mature pedagogical competence, and that reflective learning acts as a vital transformative bridge, offers a significant contribution to both pedagogical theory and practice. Overall, this paper makes a compelling case for the indispensable role of systematic critical reflection in the development of sophisticated pedagogical competence, especially for experienced learners in RPL programs. The findings have important implications for curriculum design in teacher education, advocating for the integration of structured reflective practices to maximize the learning potential of students with prior professional experience. While the intrinsic case study design provides deep insights, future research could explore the generalizability of these findings across different disciplines or educational contexts, or investigate the long-term impact of such reflective interventions. Nevertheless, this study stands as a valuable contribution to the literature on teacher professional development and reflective practice, offering actionable insights for educators and policymakers alike.

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