Reflections on 4F Model Learning for Professionalism Development of Prospective Teachers: Evidence from Teacher Professional Education

Fatkul Anam; Lusy Tunik Muharlisiani; Herfa Maulina Dewi Soewardini; Agung Purnomo

doi:10.37985/jer.v4i4.740

Authors

Fatkul Anam Universitas Wijaya Kusuma Surabaya, Indonesia
Lusy Tunik Muharlisiani Universitas Wijaya Kusuma Surabaya, Indonesia
Herfa Maulina Dewi Soewardini Universitas Wijaya Kusuma Surabaya, Indonesia
Agung Purnomo Universitas Bina Nusantara, Indonesia

DOI:

https://doi.org/10.37985/jer.v4i4.740

Abstract

Pembelajaran reflektif dalam pendidikan calon guru merupakan pendekatan penting untuk mempersiapkan mereka menjadi pendidik profesional. Penelitian ini menyelidiki bagaimana Model Pembelajaran Refleksi empat F meningkatkan pengembangan profesional calon guru. Penelitian ini menggunakan pendekatan kualitatif untuk menganalisis tanggapan dari dua belas mahasiswa di berbagai program pendidikan di Universitas Wijaya Kusuma Surabaya di Indonesia. Model empat F, yang meliputi Fakta, Perasaan, Temuan, dan Masa Depan, berfungsi sebagai kerangka praktik reflektif dalam pendidikan guru. Temuan mengungkapkan bahwa model ini secara signifikan meningkatkan pengetahuan teoretis dan kompetensi profesional serta menumbuhkan lingkungan belajar yang berpusat pada siswa. Siswa melaporkan pengalaman emosional yang positif namun mencatat stres karena beban kerja yang berat. Di sini, pembelajaran teori diintegrasikan dengan magang praktis dan secara efektif memperkaya filosofi pendidikan dan metodologi pengajaran siswa. Studi ini juga mengidentifikasi area perbaikan, termasuk mengoptimalkan Sistem Manajemen Pembelajaran dan meningkatkan materi perkuliahan. Penelitian ini berkontribusi pada pemahaman praktik reflektif dalam pendidikan guru, menekankan pentingnya pendekatan holistik dan berpusat pada siswa dalam pengembangan profesional.

Downloads

Download data is not yet available.

References

Alharbi, A. M. (2023). Implementation of Education 5.0 in Developed and Developing Countries: A Comparative Study. Creative Education, 14(05), 914–942. https://doi.org/10.4236/ce.2023.145059

Artino, A. R., & Konopasky, A. (2018). The Practical Value of Educational Theory for Learning and Teaching in Graduate Medical Education. In Journal of graduate medical education (Vol. 10, Issue 6, pp. 609–613). NLM (Medline). https://doi.org/10.4300/JGME-D-18-00825.1

Cenqiz, C. (2020). The Effect of Structured Journals on Reflection Levels: With or Without Question Prompts? Australian Journal of Teacher Education, 45(2), 23–43. https://doi.org/10.14221/ajte.2020v45n2.2

Cirocki, A., & Widodo, H. P. (2019). Reflective practice in English language teaching in Indonesia: Shared practices from two teacher educators. Iranian Journal of Language Teaching Research, 7(3), 15–35.

Coman, C., Țîru, L. G., Meseșan-Schmitz, L., Stanciu, C., & Bularca, M. C. (2020). Online Teaching and Learning in Higher Education during the Coronavirus Pandemic: Students’ Perspective. Sustainability, 12(24), 10367. https://doi.org/10.3390/su122410367

Cook, D. A., & Artino, A. R. (2016). Motivation to learn: an overview of contemporary theories. Medical Education, 50(10), 997–1014. https://doi.org/10.1111/medu.13074

Cordero, J. M., & Gil-Izquierdo, M. (2018). The effect of teaching strategies on student achievement: An analysis using TALIS-PISA-link. Journal of Policy Modeling, 40(6), 1313–1331. https://doi.org/10.1016/j.jpolmod.2018.04.003

Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2), 97–140. https://doi.org/10.1080/10888691.2018.1537791

Doyle, L., McCabe, C., Keogh, B., Brady, A., & McCann, M. (2020). An overview of the qualitative descriptive design within nursing research. Journal of Research in Nursing, 25(5), 443–455. https://doi.org/10.1177/1744987119880234

Ferguson, S. N. (2021). Effects of Faculty and Staff Connectedness on Student Self-Efficacy. Journal of the Scholarship of Teaching and Learning, 21(2). https://doi.org/10.14434/josotl.v21i2.28597

Flores, M. A. (2020). Preparing teachers to teach in complex settings: opportunities for professional learning and development. European Journal of Teacher Education, 43(3), 297–300. https://doi.org/10.1080/02619768.2020.1771895

Gordijn, F., Eernstman, N., Helder, J., & Brouwer, H. (2018). Reflection methods : practical guide for trainers and facilitators : Tools to make learning more meaningful. https://doi.org/10.18174/439461

Keiler, L. S. (2018). Teachers’ roles and identities in student-centered classrooms. International Journal of STEM Education, 5(1), 34. https://doi.org/10.1186/s40594-018-0131-6

Khozaei, S. A., Zare, N. V., Moneghi, H. K., Sadeghi, T., & Taraghdar, M. M. (2022). Effects of quantum-learning and conventional teaching methods on learning achievement, motivation to learn, and retention among nursing students during critical care nursing education. Smart Learning Environments, 9(1), 18. https://doi.org/10.1186/s40561-022-00198-7

Kim, S., Raza, M., & Seidman, E. (2019). Improving 21st-century teaching skills: The key to effective 21st-century learners. Research in Comparative and International Education, 14(1), 99–117. https://doi.org/10.1177/1745499919829214

Körkkö, M. (2021). Towards Meaningful Reflection and a Holistic Approach: Creating a Reflection Framework in Teacher Education. Scandinavian Journal of Educational Research, 65(2), 258–275. https://doi.org/10.1080/00313831.2019.1676306

Körkkö, M., Kyrö-Ämmälä, O., & Turunen, T. (2016). Professional development through reflection in teacher education. Teaching and Teacher Education, 55, 198–206. https://doi.org/10.1016/j.tate.2016.01.014

Lam, S. K. K., Kwong, E. W. Y., Hung, M. S. Y., Pang, S. M. C., & Chien, W. T. (2019). A qualitative descriptive study of the contextual factors influencing the practice of emergency nurses in managing emerging infectious diseases. International Journal of Qualitative Studies on Health and Well-Being, 14(1), 1626179. https://doi.org/10.1080/17482631.2019.1626179

Li, Y., & Walsh, S. (2023). Technology-enhanced Reflection and Teacher Development: A Student Teacher’s Journey. RELC Journal, 54(2), 356–375. https://doi.org/10.1177/00336882231161153

Lindfors, M., & Olofsson, A. D. (2023). The search for professional digital competence in Swedish teacher education policy—A content analysis of the prerequisites for teacher educators’ dual didactic task. Cogent Education, 10(2). https://doi.org/10.1080/2331186X.2023.2272994

Machost, H., & Stains, M. (2023). Reflective Practices in Education: A Primer for Practitioners. CBE—Life Sciences Education, 22(2). https://doi.org/10.1187/cbe.22-07-0148

Marrero Galván, J. J., Negrín Medina, M. Á., Bernárdez-Gómez, A., & Portela Pruaño, A. (2023). The impact of the first millennial teachers on education: views held by different generations of teachers. Education and Information Technologies. https://doi.org/10.1007/s10639-023-11768-8

Metekohy, L. M., Daliman, M., Metekohy, B., & Ming, D. (2022). The impact of teaching and learning quality process to school and university education for sustainable future. JPPI (Jurnal Penelitian Pendidikan Indonesia), 8(1), 143. https://doi.org/10.29210/020221203

Mikulec, K. (2018). Student Reflections on Teacher Identity Development in a Year-long Secondary Teacher Preparation Program. In Australian Journal of Teacher Education (Vol. 43, Issue 12).

Mtani, H. (2022). Factors affecting Learning Management Systems Usage in Higher Learning Institutions in Tanzania: A Case of University of Dodoma. In International Journal of Education and Development using Information and Communication Technology (IJEDICT) (Vol. 18).

Musthofa, M., Nasikhin, Junaedi, M., & Hasanah, S. (2023). The influence of online learning on student professionalism Teacher professional Education Program: Studies in Islamic higher Education in Indonesia. Cogent Education, 10(2). https://doi.org/10.1080/2331186X.2023.2276025

Nassaji, H. (2015). Qualitative and descriptive research: Data type versus data analysis. Language Teaching Research, 19(2), 129–132. https://doi.org/10.1177/1362168815572747

Nuraini, N. L. S., Cholifah, P. S., Mahanani, P., & Meidina, A. M. (2020). Critical Thinking and Reflective Thinking Skills in Elementary School Learning. Proceedings of the 2nd Early Childhood and Primary Childhood Education (ECPE 2020). https://doi.org/10.2991/assehr.k.201112.001

Pang(彭新强), N. S.-K. (2022). Teachers’ Reflective Practices in Implementing Assessment for Learning Skills in Classroom Teaching. ECNU Review of Education, 5(3), 470–490. https://doi.org/10.1177/2096531120936290

Persada, S. F., Prasetyo, Y. T., Suryananda, X. V., Apriyansyah, B., Ong, A. K. S., Nadlifatin, R., Setiyati, E. A., Putra, R. A. K., Purnomo, A., Triangga, B., Siregar, N. J., Carolina, D., Maulana, F. I., & Ardiansyahmiraja, B. (2022). How the Education Industries React to Synchronous and Asynchronous Learning in COVID-19: Multigroup Analysis Insights for Future Online Education. Sustainability, 14(22), 15288. https://doi.org/10.3390/su142215288

Ploj Virtič, M., Dolenc, K., & Šorgo, A. (2023). What is worth retaining from the COVID-19 experience on remote online education in the prospective teacher education? Cogent Education, 10(2). https://doi.org/10.1080/2331186X.2023.2282308

Purnomo, A., Sari, Y. K. P., Firdaus, M., Anam, F., Royidah, E., & Rosyidah, E. (2020). Digital Literacy Research: A Scientometric Mapping over the Past 22 Years. 2020 International Conference on Information Management and Technology (ICIMTech), 108–113. https://doi.org/10.1109/ICIMTech50083.2020.9211267

Purnomo, A., Septianto, A., Anam, F., Christanti, A., & Zamahsari, G. K. (2021). A Bibliometric Overview and Visualization of The Digital Education Publication. 2021 International Conference on Information Management and Technology (ICIMTech), 819–824. https://doi.org/10.1109/ICIMTech53080.2021.9535037

Riyanti, D. (2021). Teacher Professional Development through Reflective Teaching. Journal of English Teaching and Research, VI(2).

Rohmah, E., & Mukhlis, M. (2022). The Relationship Between Emotional Intelligence and Students Learning Achievement. Thinking Skills and Creativity Journal, 4(2), 57–61. https://doi.org/10.23887/tscj.v4i2.35908

Sakmurzaeva, N. (2018). The Role of Education in Economic Development: A Comparison of South Korea and Kyrgyzstan. 29–33. https://doi.org/10.36880/C10.02040

Santoso, A., & Lestari, S. (2019). The Roles of Technology Literacy and Technology Integration to Improve Students’ Teaching Competencies. KnE Social Sciences, 3(11), 243. https://doi.org/10.18502/kss.v3i11.4010

Sciberras, M., & Dingli, A. (2023). Research Analysis—Triangulation Approach. In Investigating AI Readiness in the Maltese Public Administration (pp. 31–32). https://doi.org/10.1007/978-3-031-19900-4_9

Sun, Y. (2021). The Effect of Teacher Caring Behavior and Teacher Praise on Students’ Engagement in EFL Classrooms. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.746871

Suphasri, P., & Chinokul, S. (2021). Reflective Practice in Teacher Education: Issues, Challenges, and Considerations. Pasaa, 62(December), 236–264.

The University of Edinburgh. (2018a). The four F’s of active reviewing. The University Of Edinburgh.

The University of Edinburgh. (2018b). The four F’s of active reviewing. The University Of Edinburgh.

Veine, S., Anderson, M. K., Andersen, N. H., Espenes, T. C., Søyland, T. B., Wallin, P., & Reams, J. (2020). Reflection as a core student learning activity in higher education - Insights from nearly two decades of academic development. International Journal for Academic Development, 25(2), 147–161. https://doi.org/10.1080/1360144X.2019.1659797

Ziberi, B. F., Rexha, D., Ibraimi, X., & Avdiaj, B. (2022). Empirical Analysis of the Impact of Education on Economic Growth. Economies, 10(4), 89. https://doi.org/10.3390/economies10040089