Reflective Pedagogy: A Strategical Response Toward Current Curriculum In Indonesia

Pranoto, Yohanes Heri (2014) Reflective Pedagogy: A Strategical Response Toward Current Curriculum In Indonesia. In: The 61st TEFLIN – International Conference, 7-9 Oktober 2014, Solo.

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Abstract

The new curriculum, 2013, gives more challenges for teachers to help their students not only grow with a good knowledge but also grow with a good characters. Character building or development becomes the focus of this curriculum that any teachers should involve the characters in their teaching process and should give any appropriate assessments for the characters. In those situations, teaching process should be designed in such away so that the students are able to internalize good characters in themselves. Reflective pedagogy, therefore, provides distinctive learning phases for the students, namely context learning, experience, reflection, action, and evaluation. Owing to the new curriculum’s goals and the existence of reflective pedagogy, this paper aims to elaborate how and to what extent the implementation of reflective pedagogy can improve the students’ intended characters. For the evidential elaboration, a research about the implementation of reflective pedagogy to enhance the students’ attitudes toward writing is involved.

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