Reflective practice in higher education has recently become a concern in distance learning. Through reflection activities in service, teachers are expected to make a respond to the matters, activities, or knowledge they have just learned. The purposes of this study were to 1) develop a learning prototype that can build reflective thinking, and 2) gain students' perceptions of the learning prototype that have been developed. The research is research and development which adopts the Four-D model's development model by S. Thiagarajan, et al. (1974), which consists of 4 stages, namely: the definition stage (define), the design stage (design), the development stage (develop) and the deployment stage (dissemination). The study was conducted on a chemistry education course (TAP), The data was obtained through 27 students. The indicators were the students' competencies to formulate learning problems, to analyze problems that occurred, and to provide an alternative learning improvement. The results were: all learners (100%) were able to formulate the learning problems: 87.5 % of students were able to analyze the problems; 65% of students were able to make alternative learning improvements. The students' perception expressed their satisfaction having served online tutorial activities through a reflective thinking approach. The impact of this research is students can analyze and solve the learning problems in their classes.

Pada jenjang pendidikan anak usia dini (PAUD), media pembelajaran merupakan hal yang sangat penting bagi guru dalam melaksanakan proses pembelajaran. Salah satu jenis media pembelajaran yang sesuai dengan karakteristik usia anak PAUD adalah media pembelajaran menggambar atau mewarnai. Berangkat dari pemahaman tersebut, program pengabdian masyarakat (PkM) ini bekerjasama dengan Taman Kanak-kanak Islamic Kids Corner (IKC) Bogor dengan melakukan analisis kebutuhan. Hasil identifikasi menyepakati bahwa kegiatan PkM difokuskan pada pengembangan media pembelajaran berbasis mewarnai pada media bird house painting kit, windmill coloring, finger family puppet, dan plushie keychain coloring media. Hasil pelaksanaan kegiatan PkM menunjukkan bahwa dari empat kali pelatihan dengan guru TK IKC, guru sudah mampu mengembangkan dan memanfaatkan media pembelajaran berbasis mewarnai bersama siswa dengan memanfaatkan media bird house painting kit, windmill coloring, finger family puppet, dan plushie keychain coloring media. Guru dan siswa sangat antusias dan aktif mengikuti setiap rangkaian kegiatan PkM.   At the early childhood education (PAUD) level, learning media is crucial for teachers in carrying out the learning process. One type of learning media that fits the age characteristics of PAUD children is drawing or coloring learning media. Departing from this understanding, this community service program (PkM) collaborates with Islamic Kids Corner (IKC) Bogor Kindergarten by conducting a needs analysis. The identification results agreed that PkM activities were focused on developing coloring-based learning media on the bird house painting kit, windmill coloring, finger family puppet, and plushie keychain coloring media. The results of the implementation of PkM activities show that from the four times of training with IKC Kindergarten teachers, the teachers have been able to develop and utilize coloring-based learning media with students by utilizing the bird house painting kit, windmill coloring, finger family puppet, and plushie keychain painting kit media. The teachers and students were enthusiastic and active in participating in each series of PkM activities.