PERCEPTION OF TEACHERS REGARDING THE CRITICAL THINKING SKILLS OF ELEMENTARY SCHOOL STUDENTS IN GMG VILLAGE CENTRAL JAVA
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Abstract
Thinking ability is one of the core competencies in elementary school education, however, it has been defined differently by experts and educational practitioners. The scope of thinking ability is also quite broad. Currently, there is not much research regarding teachers' perceptions of thinking abilities, especially at the elementary school level in rural areas. This research aims to obtain an overview of the perceptions of elementary school teachers in rural areas regarding students' thinking abilities. The research was conducted using qualitative methods, with in-depth interviews and observation as data collection techniques. The participants were two elementary school teachers in GMG Village, Central Java. The first is the homeroom teacher for the third graders (female, aged 56 years) and the second is the homeroom teacher for the fourth graders (female, aged 26 years). The results of the research show that teachers perceive a student's thinking ability as the student's ability to grasp lesson material and participate in all in-class activities. Teachers stated that they could differentiate between students who had poor and good thinking abilities. The 4th graders' homeroom teacher considers reading, writing, and calculating skills as part of thinking abilities, which must be achieved in the previous grade. As an additional finding, the two teachers stated that the KTSP Curriculum was much better than the 2013 Curriculum and the Merdeka Curriculum in achieving the expected competencies from students, including in thinking. The research results can serve as a reference for policy making.
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