Memfasilitasi Keterampilan Berpikir Kritis pada Anak Usia Dini: Strategi Komunikasi Guru

Silmi Qurota Aeni, Ocih Setiasih

Abstract


Abstract

Critical thinking skills are a crucial aspect that needs to be instilled from an early age in the 21st-century era. This research aims to explore teacher communication strategies in facilitating the development of critical thinking skills in early childhood. The research method employed is qualitative, utilizing a literature review. Literature sources were obtained through the search for relevant research articles related to the presented topic. In conducting this literature review, a series of stages were undertaken, starting from the identification, screening, and eligibility processes, which are integral parts of this research. The analysis of the literature review reveals that the use of teacher communication strategies through the utilization of five language continua, including visually looking on, non-directive statements, questions, directive statements, and physical intervention, can create an environment where children can independently inquire, analyze, and evaluate information. This can effectively facilitate the development of critical thinking skills in early childhood. As a recommendation, the researcher suggests the necessity of teacher professionalism development in communication to facilitate critical thinking skills in early childhood. Further research is also recommended to evaluate the effectiveness of using the five language continua in enhancing critical thinking skills in early childhood.

Keywords: early childhood education; critical thinking skills; teacher communication; 21st-century skills

Abstrak

Keterampilan berpikir kritis merupakan aspek penting yang perlu ditanamkan sejak dini pada era abad ke-21. Penelitian ini bertujuan untuk mengeksplorasi strategi komunikasi guru dalam memfasilitasi perkembangan keterampilan ber-pikir kritis pada anak usia dini. Metode penelitian yang digunakan adalah kualitatif dengan mengunakan literature review. Sumber literatur diperoleh melalui pencarian artikel penelitian yang relevan dengan topik yang akan disajikan. Dalam melaksanakan literature review ini, dilakukan serangkaian tahapan, mulai dari proses identification, screening dan eligibility sebagai bagian integral dalam penelitian ini. Hasil analisis dari literature review menjelaskan bahwa penggunaan strategi komunikasi guru dengan menggunakan lima kontinum bahasa, yang meliputi visually looking on, non-directive statement, question, directive statement, dan Physical Intervention, mampu menciptakan lingkungan di mana anak-anak dapat secara mandiri bertanya, menganalisis, dan mengevaluasi informasi. Hal ini dapat memfasilitasi pengembangan keterampilan berpikir kritis pada anak usia dini. Sebagai rekomendasi, peneliti menyarankan perlunya pengembangan profesionalisme guru dalam hal komunikasi untuk memfasilitasi keterampilan berpikir kritis pada anak usia dini, dan adanya penelitian lanjutan untuk mengevaluasi efektivitas penggunaan lima kontinum bahasa dalam meningkatkan keterampilan berpikir kritis pada anak usia dini.

Kata kunci: pendidikan anak usia dini; keterampilan berpikir kritis; komunikasi guru; keterampilan abad-21


Keywords


pendidikan anak usia dini; keterampilan berpikir kritis; komunikasi guru; keterampilan abad-21

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References


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DOI: https://doi.org/10.26877/paudia.v13i1.18072

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