The problem in this study is the low ability and thinking skills of 21st century Indonesian education, especially the critical thinking skills and problem solving. This is caused by several factors, one of the main factors is, learning that has not been oriented to the development of 21st century thinking skills and still only focuses on achieving partial-textual knowledge and not on integrative-contextual understanding of the knowledge learned. In line with this, efforts are needed to improve the thinking skills of Indonesian education people. These efforts must be initiated by engineering an appropriate and targeted education model, one of which is the Pedagogic Multiliteration. This research was conducted using a mixture of exploratory type research methods. The subjects of this study are elementary school students in all regions of Indonesia who will be chosen purposively. Research Data will be collected using multi-instrument Research data will be processed using qualitative data processing techniques and quantitative data processing techniques with statistical tests. The results of this study prove that the implementation of multiliteration pedagogical models has been shown to be better in improving student's critical thinking skills and problem solving when compared to the ongoing model that is usually used in schools. This indicates that the multiliteration pedagogical model is better able to improve student's critical thinking skills and problem solving at the elementary school level effectively in various fields of study taught compared to the ongoing model that is usually used in elementary schools.Abstrak: Masalah dalam penelitian ini adalah rendahnya kemampuan dan keterampilan berpikir insan-insan pendidikan Indonesia abad ke-21, khususnya ketermapilan berpikir berpikir kritis dan problem solving. Hal tersebut disebabkan oleh beberapa faktor, salah satu faktor utama ialah, pembelajaran yang belum diorientasikan pada pengembangan keterampilan berpikir abad ke-21 dan masih hanya berfokus pada pencapaian pengetahuan secara parsial-tekstual dan bukan pada pemahaman secara integratif-kontekstual terhadap pengetahuan yang dipelajari. Sejalan dengan hal tersebut, diperlukan upaya meningkatkan keterampilan berpikir insan-insan pendidikan Indonesia. Upaya tersebut harus diawali dengan merekayasa model pendidikan yang tepat guna dan tepat sasaran, salah satunya ialah Pedagogik Multiliterasi. Penelitian ini dilaksanakan dengan menggunakan metode penelitian campuran tipe eksploratori. Subjek penelitian ini adalah siswa sekolah dasar di seluruh wilayah Indonesia yang akan dipilih secara purposif. Data Penelitian akan dikumpulkan dengan menggunakan multiinstrumen Data hasil penelitian akan diolah dengan menggunakan teknik pengolahan data kualitatif dan teknik pengolahan data kuantitatif dengan uji statistika. Hasil penelitian ini membuktikan bahwa implementasi model pedagogik multiliterasi telah terbukti lebih baik dalam meningkatkan kemampuan berpikir kritis dan problem solving siswa jika dibandingkan dengan mode...
Abstract. Today the challenges of employment is more toward teamwork. Given the growing importance of cooperative interactions in employment, this should be anticipated by the education world, one of which through classroom instruction strategies. This study aimed to describe the initial condition of the characteristic of PGSD students' ability inPedagogic course, to depic the application of cooperative learning in Pedagogic course, and to know the strengths and weaknesses of cooperative learning in Pedagogic course. This used qualitative approach with descriptive analysis method. The results showed that the initial condition of the characteristic of PGSD students' ability in in Pedagogic coursebasically has a good enough quality. It was also found that. theapplication of cooperative learning is more preferable for students than lecturing method. The results conclude that the application of cooperative learning in Pedagogic course can improve the ability of students in the learning process.Keywords : Cooperative Learning Model, Pedagogic course, Abstrak. Dewasa ini tantangan lapangan pekerjaan lebih banyak berorientasi pada kerjasama tim. Mengingat semakin pentingnya interaksi kooperatif dalam lapangan pekerjaan, maka hal ini harus diantisipasi oleh dunia pendidikan salah satunya melalui strategi pembelajaran kelas. Penelitian ini bertujuan untuk mendeskripsikan kondisi awal karakteristik kemampuan mahasiswa PGSD pada mata kuliah pedagogik; mendeskripsikan penerapan model pembelajaran kooperatif pada mata kuliah pedagogik; mengetahui kelebihan dan kelemahan model pembelajaran kooperatif pada mata kuliah pedagogic. Penelitian ini menggunakan metode deskriptif analisis. Sedangkan pendekatan yang digunakan pada penelitian ini adalah pendekatan kualitatif.. Hasil penelitian menunjukan kondisi awal karakteristik kemampuan mahasiswa PGSD pada mata kuliah pedagogik pada dasarnya memiliki kualitas yang cukup baik. Hasil penelitian juga menunjukkan bahwa penerapan model pembelajaran kooperatif dalam mata kuliah pedagogik lebih disukai mahasiswa dibandingkan dengan menggunakan metode ceramah. Simpulan hasil penelitian, penerapan model pembelajaran kooperatif pada mata kuliah pedagogik dapat meningkatkan kemampuan mahasiswa dalam proses pembelajaran.
This paper aims to analyze the moral agency theory holistically and discusses its implications for the development of the study of pedagogy teaching profession ethics-critical consciousness based. It uses the qualitative approach with interpretive paradigms and methods of Meta-analysis by Meta design theory. Research data sources are the result of research articles on moral agency, the development of ethics of teaching profession, and the pedagogy of critical consciousness gathered by documentation studies and reviewed systematically. The results of this research conclude that the concept of teachers as moral agency can be understood as the double condition which covers the teacher as: 1) exemplary figures who perform professional acts ethically; and 2) as moral educators who teach the virtues of prosperity to the students so that they become human being with character. The concept of critical consciousness education can be an alternative to the development of teacher's moral agency which is constructed by some of the essential components of: moral identity, moral sensitivity, moral consideration, moral motivation, and moral action. This paper is expected to provide significant benefits for the development of literature on the theory of teacher capacity building in the areas of personality, ethics, and morality. This paper also provides a didactic design alternative to the pedagogy of teacher-based professional ethics of critical consciousness (conscientization).
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