TANTANGAN GURU SEKOLAH DASAR DALAM PRAKTIK PEMBELAJARAN ABAD 21 PADA UNSUR KETERAMPILAN BERPIKIR KRITIS SISWA DIKELAS II SD N 2 KARANGANYAR PURBALINGGA

Abstract

The implementation of critical thinking skills in the basic education
curriculum in the 21st century presents real challenges for educators,
especially in the realm of primary level education. This study examines in
depth the challenges faced by second grade teachers at SD Negeri 2
Karanganyar Purbalingga. Application of critical thinking skills elements
in the learning stages. This research applies a qualitative case study
approach, where data is collected through observation, interviews, and
documentation analysis. The findings of the research show that teachers
experience various challenges in their learning practices, including one of
the limitations in understanding the concept of critical thinking; the lack of
professional training that is aligned with the principles of 21st-century
learning has not been fully met; and the limited availability of adequate
media and learning resources contributes to the challenges in efforts to
stimulate students' critical thinking skills. Internal learner factors, such as
low curiosity and language limitations, act as barriers to the development
of critical thinking skills from an early age. In classroom management,
teachers are faced with challenges in order to achieve optimal learning
outcomes and in line with the main considerations with the cognitive
stages of students II so that teachers can design more meaningful
learning experiences. This research shows that improving teachers'
competencies through continuous training and the provision of relevant
learning resources play an important role in supporting the success of
21st century skills-based learning. The findings of this study are expected
to have essential contributive potential and seek to enrich understanding
among academics, educational practitioners and policy makers regarding
improving the quality of learning in the early phases of formal education.