IMPRECI: Model of Reflective Guidance for Candidates for Elementary School Teachers

Abstract

This study aims to produce a product in the form of a set of IMPRECI (Introduction, Modeling, Practice, Reflection, and Innovation) guidance models as an effort to produce reflective teacher candidates in elementary schools. This is done based on the problem of the low reflective ability of prospective teachers to produce continuous improvement in every learning practice in elementary schools. This research is a development research using the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). Data collection techniques were carried out through questionnaires, observations, interviews, and documentation. The instruments used in this study were questionnaires, observation sheets, interview guidelines, and documentation checklists. The research data analysis technique was in the form of quantitative and qualitative descriptive data analysis. The expert test and small group test data from the questionnaire were analyzed by percentage and explained qualitatively. Field test/user test data in the form of implementing the IMPRECI model in the classroom were analyzed with qualitative data analysis of flow models starting from data reduction, data presentation, to drawing conclusions. The results of the content validity test obtained an average value of 3.66 with the Very Valid category. The results of the construct validity test obtained an average of 3.75 in the Very Valid category. The results of the practicality test based on student responses resulted in an average value of 3.67 in the Very Practical category. The effectiveness test resulted in an average value of 3.53 in the Very Effective category. Based on these findings, it can be concluded that the development of the IMPRECI model as an effort to produce reflective teacher candidates in the Indonesian elementary school language learning and literary appreciation courses has been declared valid, practical, and effectively used in mentoring.

Good Practices of Case Method-Based Learning in Elementary Schools

“…At the same time, the lecturer records the success rate of the mentoring process by relating it to the teacher's success in teaching. d. Reflection (R), teachers and lecturers reflect together regarding the success of the learning process and the guidance process carried out [17,18]. Data was collected using observation and reflection techniques based on 2-way conferences between teachers and lecturers as supervisors.…”