Description of Reflective Pedagogy Paradigm and Students' Metacognition in Social Studies Learning at Tunas Bangsa Junior High School
Abstract
Perubahan paradigma Pendidikan pada abad ke-21 menuntuk kemampuan berpikir Tingkat tinggi (Higher Order Thinking Skills). Kemampuan berpikir Tingkat tinggi meliputi analisa, evaluasi dan kreasi ((Anderson & Krathwohl, 2001). Pada realitas praktik pembelajaran di Indonesia masih banyak di dominasi pendekatan yang berorientasu hafalan dan transfer pengetahuan saja (satu arah). Hal tersebut mengakibatkan kemampuan kognitif murid. Pembelajaran yang bermakna menuntut keterkaitan antara materi pembelajaran dan pengalaman kehidupan nayat murid. Wang dan Degol (2017) menyatakan bahwa relevansi konteks pembelajaran berkontribusi besar terhadap keterlibatan kognitif dan motivasi belajar murid. Dalam sudut pandang konstruktivisme sosial Vygotsky (1978) menekankan bahwa interaksi sosial dan scaffolding memungkinkan murid membangun serta merekonstruksi pemahaman pada tingkat yang lebih tinggi. Melalui hal tersebut, peran guru tidak lagi terbatas sebagai penyampai informasi (transfer knowledge), melainkan tugas guru selanjutnya sebagai fasilitator yang membimbing murid untuk menyadari dan merefleksikan proses berpikirnya sendiri (Lai, 2015;Hattie, 2012).
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