IMPRECI: Guiding Model Innovation Produces Reflective Teachers in Elementary Schools Faisal, Abil Mansyur, Muliawan Firdaus
Universitas Negeri Medan
Abstract
This study aims to describe the good practice of reflective mentoring using the IMPRECI (Introduction, Modelling, Practice, Reflection, & Innovation) model as an effort to produce reflective teacher candidates in elementary schools. The IMPRECI model encourages practitioners to continue to make continuous improvements so as to produce various innovations in each lesson. This research is a sustainable classroom action research with Collaborative Nested Action Research (C-NAR) design. In its implementation, in addition to practitioners conducting classroom action research, lecturers and civil servant teachers conduct mentoring action research. The research procedure was carried out in 4 stages, namely: Design, Implementation, Observation, and Reflection (DIOR). The subjects in this study amounted to 5 students of PPG Pre-service Universitas Negeri Medan for the 2021/2022 academic year. Data collection techniques were carried out through questionnaires, observations, interviews, and documentation. The instruments used in this study were questionnaires, observation sheets, interview guidelines, and documentation checklists. The data analysis technique used is descriptive qualitative data analysis of flow models starting from data reduction, data presentation, to drawing conclusions. The results of the reflective mentoring research using the IMPRECI model obtained an average value of 3.53 in the Very Good category. Based on this data, it can be concluded that the IMPRECI model is declared effective as a reflective mentoring model in producing reflective teacher candidates in elementary schools.
Keywords: IMPRECI, C-NAR, reflective teacher, pre-service PPG, elementary school
Topic: Opportunities and Challenges for Future Teachers
