Model Pembelajaran “SMART” dalam Membentuk Keterampilan 4C (Critical Thinking, Creativity, Communication, And Collaboration)  Anak Usia Dini

Desika Putri Mardiani; Tri 'Ulya Qodriyati; Yatim Riyanto; M Fahmi Zakariyah; Shobri Firman Susanto

doi:10.33394/jtni.v12i2.20636

Authors

Desika Putri Mardiani Universitas Negeri Surabaya, Indonesia
Tri 'Ulya Qodriyati Universitas Negeri Surabaya, Indonesia
Yatim Riyanto Universitas Negeri Surabaya, Indonesia
M Fahmi Zakariyah Universitas Negeri Surabaya, Indonesia
Shobri Firman Susanto Universitas Negeri Surabaya, Indonesia

DOI:

https://doi.org/10.33394/jtni.v12i2.20636

Keywords:

SMART Learning Model, Early Childhood Education, 4C Competences, Communication, Collaboration, Model Pembelajaran SMART, Pendidikan Anak Usia Dini, Keterampilan 4C, Komunikasi, Kolaborasi

Abstract

Abstract: The realisation of the ‘Golden Generation of 2045’ and high-quality education must be underpinned by equipping young children with 21st-century skills. The implementation of current learning models has, in fact, shown limitations in integrating critical thinking, creativity, communication and collaboration, whilst also instilling character and spiritual values. The aim of this study is to analyse the implementation of the SMART (Speak, Motivate, Act, Reflect, Thrive) learning model in developing the 4C skills in early childhood. A qualitative research approach was adopted, with interviews as the primary data collection technique, supported by observation and documentation. Thematic analysis was used to identify patterns in the application of the SMART model and its contribution to the development of children’s 4C skills. The results of the study indicate that the SMART model is capable of integrating the development of 4C skills into all stages of learning. The ‘Speak’ stage: children demonstrate increased confidence in speaking and the ability to lead activities through the use of microphones; ‘Motivate’ and ‘Act’: encourage active participation, responsibility and the ability to collaborate in group activities; ‘Reflect’ and ‘Thrive’ help children develop reflective skills, self-confidence and readiness to face more complex learning challenges. Consequently, this model serves as an effective learning alternative for the holistic development of the 4C skills in early years education.

Abstrak: Terwujudnya generasi emas 2045 sekaligus pendidikan berkualitas perlu diperkuat dengan pembekalan keterampilan abad ke-21 pada anak usia dini. Penerapan model pembelajaran yang telah dilakukan sebelumnya masih menunjukkan keterbatasan dalam mengintegrasikan kemampuan berpikir kritis (critical thinking), kreativitas (creativity), komunikasi (communication), dan kolaborasi (collaboration) sekaligus menginternalisasikan nilai-nilai karakter dan spiritual. Tujuan penelitian ini menganalisis implementasi model pembelajaran SMART (Speak, Motivate, Act, Reflect, Thrive) dalam membentuk keterampilan 4C pada anak usia dini. Pendekatan penelitian kualitatif dengan teknik utama pengumpulan data berupa wawancara, observasi dan dokumentasi sebagai teknik pendukung. Analisis tematik digunakan untuk mengidentifikasi pola penerapan model SMART dan kontribusinya mengembangkan keterampilan 4C anak. Dari hasil observasi dan wawancara mendalam serta dokumentasi diperoleh data bahwa Model SMART mampu mengintegrasikan pengembangan keterampilan 4C ke dalam seluruh tahapan pembelajaran. Tahap Speak: anak menunjukkan peningkatan keberanian berbicara dan kemampuan memimpin kegiatan melalui pemanfaatan media mikrofon; Motivate dan Act: mendorong partisipasi aktif, tanggung jawab, serta kemampuan bekerja sama dalam kegiatan kelompok; Reflect dan Thrive membantu anak mengembangkan kemampuan reflektif, kepercayaan diri, serta kesiapan menghadapi tantangan belajar yang lebih kompleks. Implikasinya, Model ini menjadi alternatif pembelajaran efektif untuk mengembangkan keterampilan 4C secara holistik pada pendidikan anak usia dini.

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