Science Teachers View and Peer Involvement in Reflective Practice: Based on Learning Experience in School

Abstract

The practice of reflection for teachers today is one of the keys to innovation and learning improvement. This is because reflective practice aims to promote analytical thinking from the teachers learning experience for better teaching and ultimately better learning and can be done collaboratively with peers. This study explores more deeply how the understanding of science teachers includes the involvement of peers in their reflective practice. Appointed based on the teaching experience conducted by 16 science teachers in junior high schools in Kendari City, Southeast Sulawesi. The analysis procedure uses data organization through interviews, documents, or observations. The results indicate that the teachers views on reflective practice are divided into 4 understandings: (1) The process of rethinking what has been learned whether it has going well or not, (2) Evaluating the problems faced in learning and teaching process, (3) Self-awareness in assesing in learning and teaching process and use it to improve the next one and (4) Consideration about strategies, tools/media used, material content and student understanding during learning. Most of the reflective practices carried out by science teachers themselves, without involving colleagues or other related parties, also without any supporting instruments or evidence. This study suggests that reflective practice and reflective forums can become a mandatory policy for every school in order to develop science innovation and learning in the future.