The Development of Reflective Practices for Islamic Religious Education Teachers


Yedi Purwanto(1*), Aep Saepudin(2), Sofaussamawati Sofaussamawati(3)

(1) Bandung Institute of Technology, Indonesia
(2) Universitas Islam Bandung, Indonesia
(3) Institut Agama Islam Negeri Kudus, Indonesia
(*) Corresponding Author

Abstract


Continuous professional development for teachers is crucial in order to enhance their competence and professionalism. It is equally important for student teacher candidates to engage in field practice activities that promote self-reflection. The main objective of this research is to investigate how self-reflection among prospective Islamic Religious Education teachers contributes to the development of their professionalism. The study involved six participants from two universities, namely Unisba (Universitas Islam Bandung) and UPI (Universitas Pendidikan Indonesia). Qualitative methods were employed, utilizing case studies based on Stake's approach (1978). The data collection process involved interviews, observations, and documentation techniques. The analysis was conducted through several stages, including data reduction, presentation, and drawing conclusions. The results reveal that reflective practice enhances pedagogical competence by implementing high-quality, innovative, and creative teaching methods, particularly within the classroom setting. These findings have practical implications for the field practice of Islamic Religious Education teachers in schools. They serve as a valuable resource for teachers to develop new strategies in addressing challenges within the teaching and learning process, ultimately contributing to their professional growth and establishing cultural references.


Keywords


Development ,Practicum; Reflective Practice, Student Teacher Candidate

Full Text:

PDF

References


Aprilia, N. (2016). Implementasi Model Pembelajaran Reflektif untuk Meningkatkan Kemampuan Pemahaman Mahasiswa Pendidikan Biologi pada Mata Kuliah Strategi Pembelajaran di Program Studi FKIP Universitas Ahmad Dahlan. Jurnal Bioedukatika, 4(1), 27-30. http://dx.doi.org/10.26555/bioedukatika.v4i1.4739

Alger, C. (2006). What Went Well, What Didn’t Go So Well: Growth of Reflection in Pre‐Service Teachers. Reflective Practice, 7, 287-301. http://dx.doi.org/10.1080/ 14623940600837327

Aryani, F. & Rais, M., (2019). Pembelajaran Reflektif: Seni Berpikir Kritis, Analitis, dan Kreatif. Badan Penerbit Universitas Negeri Makassar.

Bean, T., & Stevens, L. (2002). Scaffolding Reflection for Preservice and Inservice Teachers. Reflective Practice, 3, 205–218. https://doi.org/10.1080/14623940220142343

Boody, R. M. (2008). Teacher Reflection as Teacher Change, and Teacher Change as Moral Response. Education, 128(3), 498-506. Retrieved from https://eric.ed.gov/?id=EJ816922

Borko, H., & Mayfield, V. (1995). The Roles of The Cooperating Teacher and University Supervisor in Learning to Teach. Teaching and Teacher Education, 11, 501–518. https://doi.org/10.1016/0742-051X(95)00008-8

Bowman, B. (1989). Self-Reflection as an Element of Professionalism. The Teachers College Record, 90(3), 444-451. Retrieved from https://eric.ed.gov/?id=EJ395982

Cavanagh, M., & Prescott, A. (2007). Professional Experience in Learning to Teach Secondary Mathematics: Incorporating Pre-Service Teachers into a Community of Practice. in J. Watson & K. Beswick (Eds.), Mathematics: Essential Research, Essential Practice: Proceedings of the 30th Annual Conference of the Mathematics Education Research Group of Australasia, 1, 182–191. Adelaide, SA: MERGA Inc.

Collier, S. (1999). Characteristics of Reflective Thought During the Student Teaching Experience. Journal of Teacher Education, 50, 173–181. https://doi.org/10.1177/002248719905000303

Dewey, J. (1933). How We Think. Boston, New York Chicago. Retrieved from https://bef632.files.wordpress.com/2015/09/dewey-how-we-think.pdf

Dinkelman, T. (2000). An Inquiry into the Development of Critical Reflection in Secondary Student Teachers. Teaching and Teacher Education, 16(2), 195–222. https://doi.org/10.1016/S0742-051X(99)00055-4

Ebby, C. (2000). Learning to Teach Mathematics Differently: The Interaction between Coursework and Fieldwork for Preservice Teachers. Journal of Mathematics Teacher Education, 3, 69–97. https://doi.org/10.1023/A:1009969527157

Fosso-Kankeu, E. (2019). Reflective Practice in Teaching: Assessing Suitable Strategies for Reflective Practice in Large Classes. 17th International Conference on Science, Engineering, Technology & Waste Management (SETWM-19), 174-176. https://doi.org/10.17758/EARES8.EAP1119283.

Fuady, A. (2016). Reflective Thinking in Learning Mathematics. JIPMat, 1(2). Jurnal Ilmiah Pendidikan Matematika, 1(2). Retrieved from https://journal.upgris.ac.id/index.php/ JIPMat/article/view/1236/1073

Goos, M. (1999). Scaffolds for Learning: A Sociocultural Approach to Reforming Mathematics Teaching and Teacher Education. Mathematics Teacher Education and Development, 1, 4–21. Retrieved from https://www.researchgate.net/publication/ 242084269_Scaffolds_for_Learning_A_Sociocultural_Approach_to_Reforming_Mathematics_Teaching_and_Teacher_Education

Hodkinson, H., & Hodkinson, P. (1999). Teaching to Learn, Learning to Teach? School-Based Non Teaching Activity in an Initial Teacher Education and Training Partnership Scheme. Teaching and Teacher Education, 15, 273–285. https://doi.org/10.1016/S0742-051X(98)00065-1

Ijudin, I., Wakila, Y. F., & Anton, A. (2022). Implementing Active Learning to Increase Student's Learning Interest in Islamic Religious Education. Jurnal Pendidikan Islam, 8(1), 51–62. https://doi.org/10.15575/jpi.v8i1.17437

Jaworski, B. (2006). Theory and Practice in Mathematics Teaching Development: Critical Inquiry as a Mode of Learning in Teaching. Journal of Mathematics Teacher Education, 9(2), 187–211. https://doi.org/ 10.1007/s10857-005-1223-z

Kaminski, E. (2003). Promoting Pre-Service Teacher Education Students’ Reflective Practice in Mathematics. Asia-Pacific Journal of Teacher Education, 31, 21–32. https://doi.org/10.1080/13598660301619

Le Cornu, R., & Ewing, R. (2008). Reconceptualising Professional Experiences in Pre-Service

Teacher Education: Reconstructing the Past to Embrace The Future. Teaching and Teacher Education, 24, 1799–1812. https://doi.org/10.1016/j.tate.2008.02.008

Lee, S., & Loughran, J. (2000). Facilitating Pre-Service Teachers’ Reflection through a School-Based Teaching Programme. Reflective Practice, 1, 69–89. https://doi.org/10.1080/713693131

Leder, G., Grootenboer, P. (2005). Affect and Mathematics Education. Mathematics Education Research Journal, 17(2), 1-8. https://doi.org/ 10.1007/BF03217413

Loughran, J. J. (2005). Developing Reflective Practice: Learning about Teaching and Learning through Modelling. Bristol: Falmer Press.

Mahmudah, U. (2017). Problematika Pembelajaran Sejarah Kebudayaan Islam, pada Siswa MTS Negeri Salatiga Tahun 2017. Tesis. Retrieved from http://e-repository.perpus.iainsalatiga.ac.id/id/eprint/2221

Maarif, M. A., Rofiq, M. H., & Sirojuddin, A. (2022). Implementing Learning Strategies for Moderate Islamic Religious Education in Islamic Higher Education. Jurnal Pendidikan Islam, 8(1), 75–86. https://doi.org/10.15575/jpi.v8i1.19037

Wong, Y. M., Rosnidar, M., & Samsudin, S. (2016). Student Teachers' Level of Reflection During Teacher Clinical Experience: A Case Study in a Malaysian University Wong Yeou Min. Journal of Research, Policy & Practice of Teachers & Teacher Education, 6(2), 23-32. Retrieved from https://www.researchgate.net/publication/ 311574309_Student_ teachers'_level_of_reflection_during_teacher_clinical_experience_A_case_ study _ in_a _Malaysian_university

Miles M. B., & Huberman, M. (1994). An Expanded Sourcebook: Qualitative Data Analysis. Thousand Oaks, CA: Sage

Moore, R. (2003). Re-Examining the Field Experiences of Preservice Teachers. Journal of Teacher Education, 54, 44-45. https://doi.org/10.1177/0022487102238656

Putnam, R., &Borko, H. (2000). What Do New Views of Knowledge and Thinking Have to Say about Research on Teacher Learning? Educational Researcher, 29(1), 4–15.

https://doi.org/10.3102/0013189X029001004

Roberts, J., & Graham, S. (2008). Agency and Conformity in School-Based Teacher Training. Teaching and Teacher Education, 24, 1401–1412. https://doi.org/10.1016/j.tate.2008.01.003

Rais, M., & Aryani, F. (2019). Pembelajaran Reflektif: Seni Berpikir Kritis, Analitis, dan Kreatif. Badan Penerbit Universitas Negeri Makassar.

Schon, D. (1987). Educating the Reflective Practitioner. Paper Presented at Themeeting of the American Educational Research Association, Washington, DC.

Suntiah, R. (2021) Students’ Critical Thinking Skills in The Reflective Class of Islamic Cultural History. Jurnal Pendidikan Islam, 7(2), 195-204. https://doi.org/10.15575/jpi.v7i2.15060

Rodgers, C. (2002). Defining Reflection: Another look at John Dewey and Reflective Thinking. State University of New York. Retrieved from https://www.academia.edu/7366234/ Defining_Reflection_Another_Look_at_John_Dewey_and_Reflective_Thinking

Setiawan, D. (2016). Pemberdayaan Keterampilan Metakognitif melalui Pembelajaran Reflektif. Edubiotik: Jurnal Pendidikan, Biologi dan Terapan, 1(01), 35-41. Retrieved from http://ejurnal.budiutomomalang.ac.id/index.php/edubiotik/article/view/111.

Schon, D. (1987). Educating the Reflective Practitioner. Paper presented at the meeting of the American Educational Research Association, Washington, DC.

Shoffner, M. (2008). Informal reflection in pre-service teacher education. Reflective Practice,

, 135-137. https://doi.org/10.1080/14623940802005392

Stake, R. (1995). The Art of Case Study Research. Thousand Oaks, CA: Sage. Retrieved from https://legacy.oise.utoronto.ca/research/field-centres/ross/ctl1014/Stake1995.pdf

Tsang, A. K. L. (2011). In-class Reflective Group Discussion as a Strategy for the Development of Students as Evolving Professionals. International Journal for the Scholarship Teaching Learning, 5(1), 1-20. Retrieved from https://files.eric.ed.gov/ fulltext/EJ1136443.pdf.

Van Gelder, T. (2005). Teaching Critical Thinking: Some Lessons from Cognitive Science. College Teaching, 53(1), 41–48. https://doi.org/10.3200/CTCH.53.1.41-48.

Zeichner, K. (1992). Rethinking the Practicum in the Professional Development Partnership. Journal of Teacher Education, 43, 296–306. Retrieved from https://www.academia.edu/25587000/Rethinking_the_Practicum_in_the_Professional_Development_School_Partnership




DOI: https://doi.org/10.15575/jpi.v0i0.24155

Refbacks

  • There are currently no refbacks.



Editorial Office:

Faculty of Tarbiyah and Teacher Training

Jalan A.H. Nasution No. 105, Cibiru

Bandung, Jawa Barat, Indonesia, 40614

Phone: 022- 7802276

e-mail: journalof.islamiceducation@uinsgd.ac.id



 Creative Commons License

Jurnal Pendidikan Islam by http://journal.uinsgd.ac.id/index.php/jpi is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

View My Stats