Classroom Teachers as Learning Leaders in Fostering Higher Order Thinking Skills through Civics Education in Elementary Schools

Amberansyah Amberansyah; Arta Mulya Budi Harsono; Ainun Nafisah

doi:10.31764/paedagoria.v17i2.37584

Classroom Teachers as Learning Leaders in Fostering Higher Order Thinking Skills through Civics Education in Elementary Schools

Amberansyah Amberansyah, Arta Mulya Budi Harsono, Ainun Nafisah

Abstract

This study aims to describe the role of a classroom teacher as a leader in the learning process who is able to develop higher-order thinking skills (HOTS) through civic education subjects in elementary schools located in wetland environments. This study uses a qualitative method with a single case study approach, conducted at SDN Sungai Telan Besar 2, Barito Kuala Regency, focusing on a fifth-grade teacher. Data were collected through observation, in-depth interviews, focus group discussions, and a study of various documents. The data were then analyzed using an interactive model developed by Miles & Huberman. The results showed that the teacher was able to design HOTS-based learning, integrate local phenomena such as tidal flooding and the cultural value of Kayuh Baimbai, and lead class discussions democratically by applying Socratic questioning and Problem-Based Learning strategies. In addition, the teacher also encouraged students to think critically through reflection and a culture of questioning. The teacher also played a transformative role by influencing colleagues and involving parents and the community. These findings indicate that contextual, innovative, and adaptive teacher leadership is crucial in developing higher-order thinking skills and shaping student character in areas with special geographical conditions, such as wetlands.

Keywords

Classroom Teachers; Learning Leader; HOTS; Civic Education; Wetlands.

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References

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DOI: https://doi.org/10.31764/paedagoria.v17i2.37584