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All Journal Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner Indonesian Journal of Community Service in Education
Siti Kholifah
Universitas Pelita Bangsa
Religion Humanities Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Social Sciences Other

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Implementasi Microteaching Berbasis Critical Thinking Pedagogy pada Calon Guru PAUD Gina Asri Ruwaida; Mariana Panji Ramadan; Listian Indriyani Achmad; Siti Kholifah
Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner Vol. 5 No. 3 Agustus 2026: Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner
Publisher : Yayasan Azhar Amanaa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59944/jipsi.v5i3.1365

Abstract

Critical-thinking-oriented learning in early childhood education requires prospective teachers to translate reasoning skills into developmentally appropriate dialogue and exploration. This study aimed to describe the implementation of microteaching based on Critical Thinking Pedagogy among prospective early childhood teachers. Unlike conventional microteaching that commonly emphasizes general teaching performance, this approach positioned open-ended questioning, response elaboration, feedback, reflection, and re-teaching as the core of the practice cycle. A descriptive qualitative case study involved 20 students in a one-month program consisting of four meetings. Data were collected through classroom observations, learning-activity plans, reflective responses, and group interview notes, then analyzed thematically. The findings showed that open-ended questioning became the main feature of practice. Student engagement was evident in active participation, note-taking, revision of activity plans, and willingness to repeat teaching segments. Reflection strengthened their orientation toward improving teaching, while time management remained the primary challenge. Students also perceived the approach as applicable to future field practice. The study concludes that Critical Thinking Pedagogy-based microteaching provides a structured space for dialogic practice, feedback, reflection, and preparation for classroom implementation. Practically, teacher education programs can integrate this cycle into learning-design, microteaching, and teaching-practicum courses and assess the quality of interaction alongside general teaching skills.
Pelatihan Partisipatif melalui Design Clinic untuk Penyusunan Aktivitas Pembelajaran Berbasis Critical Thinking bagi Guru Pendidikan Anak Usia Dini Gina Asri Ruwaida; Azi Matur Rahmi; Ira Restu Kurnia; Siti Kholifah
Indonesian Journal of Community Service in Education Vol. 2 No. 3 (2026): Indonesian Journal of Community Service in Education (IJCSE)
Publisher : PT. Intelektiva Global Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64421/ijcse.v2i3.103

Abstract

Guru PAUD memerlukan kompetensi praktis untuk menerjemahkan berpikir kritis ke dalam aktivitas bermain, dialog, penyelidikan, dan pemecahan masalah yang sesuai perkembangan anak. Program pengabdian ini bertujuan memperkuat kemampuan 20 guru PAUD Al-Asthoriyah, Kota Bandung, dalam menyusun aktivitas tersebut melalui pelatihan partisipatif yang memadukan workshop, design clinic, telaah sejawat, microteaching, implementasi terbimbing, dan refleksi dalam empat pertemuan mingguan. Evaluasi menggunakan 20 rancangan awal dan 20 rancangan revisi, rubrik produk, catatan observasi, refleksi peserta, serta dokumentasi praktik. Seluruh peserta yang berjumlah 20 guru berhasil menyusun dan merevisi rancangan aktivitas pembelajaran berbasis critical thinking berdasarkan hasil design clinic, peer review, dan umpan balik fasilitator. Rancangan revisi menunjukkan perbaikan pada penggunaan pertanyaan terbuka, pemberian kesempatan anak untuk memilih dan mencoba, strategi scaffolding, serta asesmen autentik terhadap proses berpikir anak. Program juga menghasilkan bank pertanyaan terbuka dan format asesmen autentik sederhana. Telaah sejawat dan coaching kelas perlu dilanjutkan untuk menjaga konsistensi penerapan.
Co-Authors Azimatur Rahmi Gina Asri Ruwaida Ira Restu Kurnia Listian Indriyani Achmad Mariana Panji Ramadan