Improving Teacher Research Competence Through Mentoring Model in Independent Curriculum at Elementary School
Abstract
This study aims to reveal the importance of teachers' research skills as a competency to improve their pedagogical aspects, especially in technology development and research. In fact, the creativity of teachers is still far behind, even though the independent curriculum program has more flexible, exploratory, and borderless innovative programs compared to the old curriculum. This study is field research with a qualitative approach. The research subjects are five teachers, selected using purposive sampling with judgment sampling. Data collection was conducted through interviews, observations, and documentation. The collected data was validated using triangulation, negative case analysis, and member checking before being analyzed using the Miles, Huberman, and Saldana analysis model, which includes: data presentation, data condensation, verification, and conclusion drawing. The research findings indicate that improving teachers' research competencies through the mentoring model can inform and develop their teaching practices, as well as apply an evidence-based approach in classroom learning.
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DOI: http://dx.doi.org/10.21043/elementary.v13i1.32669
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