Assessing Knowledge and Understanding of Competency-Based Learning Management through Integrated Contemplative Education of Coaching and Mentoring, and Research-Based Learning

This research aims to assess knowledge and understanding of competency-based learning management of early childhood education students through integrated contemplative education, coaching and mentoring, and research-based learning. The sample group used in the research was 33 early childhood education students, and the sample was selected by the purposive sampling. They enrolled in the Language and Communication for Early Childhood course and Emotion and Society for Early Childhood course in the second semester of the academic year 2021. Research tools such as integrated contemplative education of coaching and mentoring, research-based learning, teacher characteristics assessment forms, and competency-based learning management knowledge and understanding assessment forms. Research tools are evaluated by experts to evaluate the consistency of expert opinions with the Index of Item-Objective Congruence (IOC), with a mean score of research tools ranging from 0.67 to 1. Data in this study was analyzed using the mean and standard deviation (S.D.). The results of the research found that in terms of Competencies of Early Childhood Education students, in terms of teacher characteristics, students evaluate themselves at a high level (x̄ = 3.28, S.D. = 0.51), which is consistent with teachers evaluating students at a high level as well (x̄ = 3.2 2, S.D. = 0.5 0). In terms of knowledge and understanding of competency-based learning management, students evaluated themselves at a high level (x̄ = 3.20, S.D. = 0.48), which was consistent with teachers’ evaluation of students at a high level as well (x̄ = 3.18, S.D. = 0.42).