Reflections on Critical Education in the Practice of Primary School Teacher Professionalism in Surakarta
DOI:
https://doi.org/10.51278/bec.v2i1.993Abstract
This research explores the role of digital technology, critical education, and the practice of professionalism of grade 3 teachers in the digital era, focusing on the context of SD Djamaatul Ichwan Surakarta. Through a qualitative approach, data was collected through in-depth interviews with grade 3 teachers and observation of learning activities. The results showed that digital technology positively impacts student learning, but needs teacher supervision so that students are not exposed to negative content. Critical education is integrated in the curriculum with diverse approaches, creating a holistic learning environment. Challenges in implementing critical education were identified, requiring teacher awareness in the presentation of materials. School institutions provide physical support and regular training. Integrating technology and critical education creates a learning environment supporting the development of students' critical skills. The results of this study are expected to contribute to the development of education in the digital era.
Keywords: Critical Education, Teacher Professionalism, Primary School
References
Ansorida. (2022). Improving Early Children’s Language Capabilities through Interactive Compact Disk Media. Journal of Childhood Development, 2(2), 97–111. https://doi.org/10.25217/JCD.V2I2.2741
Bergmark, U. (2023). Teachers’ professional learning when building a research-based education: context-specific, collaborative and teacher-driven professional development. Professional Development in Education, 49(2), 210–224. https://doi.org/10.1080/19415257.2020.1827011
Chu, S. K. W., Reynolds, R. B., Tavares, N. J., Notari, M., & Lee, C. W. Y. (2016). 21st century skills development through inquiry-based learning: From theory to practice. 21st Century Skills Development Through Inquiry-Based Learning: From Theory to Practice, 1–204. https://doi.org/10.1007/978-981-10-2481-8/COVER
Gore, J., & Rosser, B. (2022). Beyond content-focused professional development: powerful professional learning through genuine learning communities across grades and subjects. Professional Development in Education, 48(2), 218–232. https://doi.org/10.1080/19415257.2020.1725904
Grahn, P., Ottosson, J., & Uvnäs-Moberg, K. (2021). The Oxytocinergic System as a Mediator of Anti-stress and Instorative Effects Induced by Nature: The Calm and Connection Theory. Frontiers in Psychology, 12, 617814. https://doi.org/10.3389/FPSYG.2021.617814/BIBTEX
Hillmayr, D., Ziernwald, L., Reinhold, F., Hofer, S. I., & Reiss, K. M. (2020). The potential of digital tools to enhance mathematics and science learning in secondary schools: A context-specific meta-analysis. Computers & Education, 153, 103897. https://doi.org/10.1016/J.COMPEDU.2020.103897
Human, S., & Cech, F. (2021). A human-centric perspective on digital consenting: The case of GAFAM. Smart Innovation, Systems and Technologies, 189, 139–159. https://doi.org/10.1007/978-981-15-5784-2_12/COVER
Irviana, I. (2020). Understanding the Learning Models Design for Indonesian Teacher. Online Submission, 1(2), 95–106. https://doi.org/10.46966/ijae.v1i2.40
Jaenullah, Ferdian Utama, D. S. (2022). Resilience Model of the Traditional Islamic Boarding School Education System in Shaping the Morals of Student in theMidst of Modernizing Education. Jurnal Kependidikan: Jurnal Hasil Penelitian Dan Kajian Kepustakaan Di Bidang Pendidikan, Pengajaran Dan Pembelajaran, 8(4), 931–942. https://doi.org/https://doi.org/10.33394/jk.v8i4.6013
Jayadi, K., Abduh, A., & Basri, M. (2022). A meta-analysis of multicultural education paradigm in Indonesia. Heliyon, 8(1), e08828–e08828. https://doi.org/10.1016/J.HELIYON.2022.E08828
Jiang, Q. (2023). The Coming of the Era of Big Data. Digital China: Big Data and Government Managerial Decision, 5–16. https://doi.org/10.1007/978-981-19-9715-0_2
Kristianto, H., Susetyo, A., Utama, F., Fitriono, E. N., & Jannah, S. R. (2023). Education Unit Strategies in Increasing Students’ Interest in Participating in Religious Extracurricular Activities at School. Bulletin of Pedagogical Research, 3(1), 38–47. https://doi.org/10.51278/BPR.V3I1.611
Miles, M. B., Huberman, A. M., & Saldana, J. (2018). Qualitative Data Analysis (Sage Publication, ed.). London UK.
Muchtar, C., Noviani, D., Islamic, M. D.-I. J. of, & 2022, undefined. (2019). Religious Moderation in the Framework of Life. Journal.Yaspim.Org, 3(1), 160–170. https://doi.org/10.29332/ijssh.v3n1.277
Munifah, M., & Purwaningrum, S. (2022). Leadership strategy: Developing school culture through digital Turats learning. Cypriot Journal of Educational Sciences, 17(1), 68–80. https://doi.org/10.18844/cjes.v17i1.6682
Purwanto, M. B., Hartono, R., & Wahyuni, S. (2023). Essential Skills Challenges for the 21st Century Graduates: Creating A Generation of High-Level Competence in The Industrial Revolution 4.0 Era. Asian Journal of Applied Education (AJAE), 2(3), 279–292. https://doi.org/10.55927/ajae.v2i3.3972
Ramli, M. A. (2022). Early Childhood Education in Islamic Perspective. Bulletin of Early Childhood, 1(1), 31–41. https://doi.org/10.51278/BEC.V1I1.416
Sumardi, L., Rohman, A., & Wahyudiati, D. (2020). Does the Teaching and Learning Process in Primary Schools Correspond to the Characteristics of the 21st Century Learning?. International Journal of Instruction, 13(3), 357–370. https://doi.org/10.29333/iji.2020.13325a
Virat, S. (2023). Child Rights in the Digital Environment. Indian Journal of Law and Legal Research, 5 Issue 1.
