Enhancing The Professionalism Of Vocational High School Teacher Candidates Through The Reflective Learning Model Based On The Unity Of Sciences
Abstract
The Educational Personnel Training Agency has the responsibility of preparing vocational high school teachers who possess reflective learning skills. Reflective learning involves the practice of engaging in reflective thinking, where individuals delve into their experiences in order to gain fresh insights and appreciations. This study is motivated by the recognition of the importance of Micro Teaching in shaping aspiring vocational high school teachers. To address this concern, it is essential to develop a reflective learning model that is rooted in the Unity of Sciences, which will aid in the preparation of these candidates. The aim of this study is to establish a reflective learning model, grounded in the Unity of Sciences, that will contribute to the growth of professional vocational high school teachers. The research methodology employs a development model design, which encompasses various stages including initial investigation, design, implementation, testing, evaluation, revision, and widespread implementation. The findings of this study indicate that the developed reflective learning model, based on the Unity of Sciences, is valid, practical, and effective in enhancing the competitiveness of vocational high school teacher candidates in the era of digital revolution.
References
Central Bureau of Statistics. (2023). Aceh Province in Numbers. Banda Aceh: Aceh Central Statistics Agency. Boud, D., Keogh, R., & Walker, D. (1989). Reflection: Turning Experience into Learning. London: Kogan Page
Charles, H., & Akpomi, ME 2021. Assessment of teachers' competence in pedagogy for improved teaching of business studies in secondary schools in port harcourt metropolis. International Journal of Modern Innovation and Knowledge, 2(2), 84-95
Cochran-Smith, M. 2020. Teacher education for justice and equity: 40 years of advocacy. Action in Teacher Education, 42(1), 49-59.
Fajriana, et al., 2023. Analysis Model Good School Governance on School Vocational. Journal Education And Counseling, 5(1), 1777-1785
Gaybullayevna, SR 2020. Pedagogical tools that serve the development of cultural views in the subjects of the educational process. JCR, 7(12), 3104-3108.
Goodwin, AL, & Low, E. L. 2021. Rethinking conceptualisations of teacher quality in Singapore and Hong Kong: A comparative analysis. European Journal of Teacher Education, 08 April 2021, 1-18.
McGarr, O., & McDonagh, A. 2021. Exploring the digital competence of pre-service teachers on entry onto an initial teachers education programme in Ireland. Irish Educational Studies, 40(1), 115-128.
Irwanto. 2021. Link and Macth Education Vocational with World Business And Industry in Indonesia. Innovation Journal Education, 2 (2), 549-562.
Ismayati, E., Muslim, S., Kusumawati, N., Rahmadyanti, E., Hilmi, M., & Wrahatnolo, T. 2020. Critical study of research results about TVET and TEFA's role in social, economic, and education development in the country. Journal of Education, Teaching and Learning, 5(1), 106-113.
Ministry of Education and Culture. 2020. Technical Instructions for Government Assistance to Facilitate Vocational High Schools Developed into a Priority Center of Excellence in the Machining Sector And Construction. Jakarta: Directorate vocational school.
Nurhadi, D., & Lyau, NM 2017. A conceptual framework for the development of twenty-first centuries vocational teachers' professional competencies. International Forum of Teaching and Studies, 13 (2), 8-20.
Okolie, UC, et. al., 2021. A critical perspective on TVET teachers' pedagogical practices: insights into the guiding pedagogical principles in practice. Journal of Vocational Education & Training, 9 March 2021, 1-20.
Pavlova, m 2019. Emerging environmental industries: impact on required skills and TVET systems. International Journal of Training Research, 17(sup1), 144-158.
Siraj, et al., 2022. Integrated Education: Integration of Islamic Values, Nationality, Acehan in Learning. Journal on Teacher Education, 4(1), 537-545.
Siraj, et al., 2023. Implementation of Education Based on the Islamic Edutechnopreneur Model. Journal on Education, 5(3), 9944-9951.
Tang, S. Y., Wong, A. K., Li, D. D., & Cheng, m m 2021. Re-conceptualising professional competence development of students teachers in initial teachers education. Research Papers in Education, 36(2), 152-175.
Thompson, AM, Elmore, R., & Oetker, LM 2020. Free and valid teacher social competence scale for school social workers. Children & Schools, 42(1), 63-66.
Vyas-Doorgapersad, S., & Aktan, C. C. (2017). Progression from ideal state to good governance: an introductory overview. International Journal of Business and Management Studies, 9: (1).
Copyright (c) 2024 I Gede Budi Mahendra, Viverdy Memah, Billy Killis, Jocke Jonathan Rapar
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
1.jpg)
