Reflective Mentoring Model in Improving Teachers’ Pedagogical Competence (A Case Study of Raudhatul Athfal Learning in the Implementation of the Love-Based Curriculum)

Abstract

This study examines a reflective mentoring model for improving the pedagogical competence of Raudhatul Athfal teachers in implementing the Love-Based Curriculum. The research focuses on how reflective mentoring assists teachers in understanding learner characteristics, designing meaningful learning activities, conducting humane classroom practices, and evaluating children’s development in a more systematic manner. This study uses a qualitative case study approach conducted at RA Al Nusantara and RA Mansyaatul Islamiyah in East Jakarta. Data were collected through classroom observation, semi-structured interviews, documentation, and teachers’ reflective notes. The data were analyzed through data reduction, data display, and conclusion drawing. The findings indicate that reflective mentoring strengthens teachers’ pedagogical competence by creating structured opportunities for self-evaluation, dialogic feedback, and continuous improvement. In the context of the Love-Based Curriculum, this model is relevant because it helps teachers translate the values of love, empathy, respect, care, and responsibility into everyday classroom interaction, learning design, classroom management, and assessment. Reflective mentoring can therefore be positioned as an adaptive, collaborative, and contextual professional development strategy for improving the quality of Islamic early childhood education.