TEACHER REFLECTIVE TEACHING PRACTICE IN A CLASSROOM DISCUSSION AND THE ELEVENTH GRADE STUDENTS’ PERCEPTIONS (A Case in Madrasah Aliyah Ma’arif Cepogo, Boyolali)

SYAMSUDIN, (2024) TEACHER REFLECTIVE TEACHING PRACTICE IN A CLASSROOM DISCUSSION AND THE ELEVENTH GRADE STUDENTS’ PERCEPTIONS (A Case in Madrasah Aliyah Ma’arif Cepogo, Boyolali). Other thesis, IAIN SALATIGA.

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	Text THESIS - SYAMSUDIN - 12050210013 - S2 TBI.pdf Download (1MB)
	Text THESIS - SYAMSUDIN - 12050210013 - S2 TBI.pdf Download (1MB)
	Text THESIS - SYAMSUDIN - 12050210013 - S2 TBI.pdf Download (1MB)
	Text THESIS - SYAMSUDIN - 12050210013 - S2 TBI.pdf Download (1MB)
	Text THESIS - SYAMSUDIN - 12050210013 - S2 TBI.pdf Download (1MB)
	Text THESIS - SYAMSUDIN - 12050210013 - S2 TBI.pdf Download (1MB)
	Text THESIS - SYAMSUDIN - 12050210013 - S2 TBI.pdf Download (1MB)

Abstract

While participating in class discussions, one alternate strategy for learning is to integrate the notion of reflection through reflective teaching practice. Reflective teaching practice often addresses students’ cognitive, psychomotor, and emotional aspects in order to encourage their communicative enthusiasm and collaborative learning. Their perception of the past in the classroom is a crucial aspect of effective teaching and learning. When conducting learning activities, teachers do the reflective cycle such as description, feelings, evaluation, analysis, conclusions, and action plan. From what the teacher does, students feel helped and happy, they can express opinions and give opinions. This research is a qualitative descriptive study. The data were collected from teacher and students’ interview, observation in the classroom and researcher notes. The finding of this research may contribute to give additional information about how students perceive the practice of reflective teaching practice in Madrasah.

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