Reflections on Learning and Student Well-being and Learning Achievement
Abstract
Objective: This research aims to measure the impact of learning reflection activities on student well-being and learning achievement. The independent curriculum is a transformative curriculum from the previous curriculum. One of the goals of the independent curriculum is to create prosperous students (student well-being). The well-being of students will have an impact on high academic achievement. One effort to realize these two things is by carrying out learning reflection activities. Method: The subjects of this research were students in phase B, namely class IV students at Gambirono State Elementary School 03. This research is quantitative and experimental, with a pretest-posttest control group design. The data collection method was a student well-being questionnaire and a test on Indonesian language subjects. The learning reflection used is the 4F model. The data analysis technique uses the t-test. Results: The research results show that learning reflection using the 4F model impacts student well-being and learning achievement in Indonesian language subjects. Novelty: This research can be used as a reference for schools and teachers in creating a comfortable atmosphere, input about the pattern of student learning outcomes with their level of school well-being, support the importance of comfort to support student learning outcomes, and be used as a reference and consideration for similar research.
Abstract View: 70 
PDF Download: 38
Similarity Check Download: 7
Metrics
References
Anam, F., Muharlisiani, L. T., Soewardini, H. M. D., & Purnomo, A. (2023). Reflections on 4F model learning for professionalism development of prospective teachers: Evidence from teacher professional education. Journal of Education Research, 4(4), 740-755. https://doi.org/10.37985/jer.v4i4.740
Anggraena, Y., Felicia, N., Eprijum, D., Pratiwi, I., Utama, B., Alhapip, L., & Widiaswati, D. (2021). Pusat kurikulum dan pembelajaran badan standar, kurikulum, dan asesmen pendidikan kementerian pendidikan, kebudayaan, riset, dan teknologi. JPI (Jurnal Pendidikan Indonesia), 11(3), 2-12. https://doi.org/10.3389/fpsyg.2021.713057
Ardiansyah, F. S., & Juanda. (2023). Assessmen dalam kurikulum merdeka belajar. Jurnal Literasi dan Pembelajaran Indonesia, 3(1), 8–13.
Avedissian, T., & Alayan, N. R. (2021). Adolescent well-being: A concept analysis. International Journal of Mental Health Nursing, 30(2), 1-10. https://doi.org/10.1111/inm.12833
Bowden, J. L.-H., Tickle, L., & Naumann, K. (2021). The four pillars of tertiary student engagement and success: A holistic measurement approach. Studies in Higher Education, 46(6), 1207–1224. https://doi.org/10.1080/03075079.2019.1672647
Budiono, A. N. (2023). Analisis persepsi komite pembelajaran dan praktik baik projek penguatan profil pelajar pancasila pada kurikulum merdeka. Journal on Education, 5(2), 5340–5352. https://doi.org/10.31004/joe.v5i2.1278
Burns, D., Dagnall, N., & Holt, M. (2020). Assessing the impact of the COVID-19 pandemic on student well-being at universities in the United Kingdom: A conceptual analysis. Frontiers in Education, 5(1), 12-16. https://doi.org/10.3389/feduc.2020.582882
Chen, O., & Bergne, Y. (2021). “I know it when I see it”: Employing reflective practice for assessment and feedback of reflective writing in a makerspace classroom. Information and Learning Sciences, 122, 3(4), 199–222. https://doi.org/10.1108/ILS-09-2020-0209
Colomer, J., Serra, T., Cañabate, D., & Bubnys, R. (2020). Reflective learning in higher education: Active methodologies for transformative practices. Sustainability, 12(1), 1-19. https://doi.org/10.3390/su12093827
Dowling, K., & Barry, M. M. (2020). The effects of implementation quality of a school-based social and emotional well-being program on students’ outcomes. European Journal of Investigation in Health, Psychology and Education, 10(2), 595–614. https://doi.org/10.3390/ejihpe10020044
Elfrianto, E., Nasution, I. S., Siregar, F. E., & Yuhdi, A. (2020). Implementasi pembelajaran aktif berorientasi mikir (mengamati, interaksi, komunikasi, dan refleksi) di SD Muhammadiyah 12 Medan. Pelita Masyarakat, 2(1), 1-10. https://doi.org/10.31289/pelitamasyarakat.v2i1.4071
Fahriany, F., Lestari, V. L., & Yasin, H. (2023). Independent learning-independent campus curriculum: Students’ reflection on EFL quality in English education. Al-Ishlah Jurnal Pendidikan, 15(40), 2-18. https://doi.org/10.35445/alishlah.v15i4.4224
Fatimah, I., & Kusdaryani, W. (2023). Inovasi layanan BK di era merdeka belajar. Gambaran Kesejahteraan Siswa pada Implementasi Kurikulum Merdeka, 13(1), 266–277. https://doi.org/10.11591/ijere.v12i2.22805
Felten, P., & Lambert, L. M. (2020). Relationship-rich education: How human connections drive success in college. John Hopkins University Press. 14(1), 1-10. https://doi.org/10.1088/1742-6596/2377/1/012064
Firdausi, K. (2022). Bimbingan dan konseling yang memerdekakan dalam ekosistem merdeka belajar. School Well-Being: Alternatif Peningkatan Kesejahteraan Psikologis Siswa Dalam Implementasi Kurikulum Merdeka, 12(1), 240–256.
Greenberger, S. W. (2020). Creating a guide for reflective practice: Applying Dewey’s reflective thinking to document faculty scholarly engagement. Reflective Practice: International and Multidisciplinary Perspectives, 15(2), 23-19. https://doi.org/10.1080/14623943.2020.1773422
Hildebrand, D. (2022). “John dewey.” The Stanford Encyclopedia of Philosophy. Department of Philosophy, Stanford University, 15(1), 255-258.
Husna, F., & Abdurrahman. (2024). Upaya mewujudkan student well-being melalui manajemen kurikulum merdeka di SMA Nurul Jadid. Jurnal Educatio, 10(1), 105–113. https://doi.org/10.31949/educatio.v10i1.6665
Joe, C., & Harefa, A. (2024). The independent learning curriculum: Teachers’ perspectives on challenges and expectations at SMP Negeri 1 Tuhemberua. Sintaksis, 2(1), 372-388. https://doi.org/10.61132/sintaksis.v2i1.372
Kaputa, V., Loučanová, E., & Tejerina-Gaite, F. A. (2022). Digital transformation in higher education institutions as a driver of social-oriented innovations. In Social innovation in higher education (pp. 61–85).
Khiat, H., & Vogel, S. (2022). A self-regulated learning management system: Enhancing performance, motivation, and reflection in learning. Journal of University Teaching & Learning Practice, 19(2), 43–59. https://doi.org/10.53761/1.19.2.4
Lamoreaux, D., & Sulkowski, M. L. (2020). An alternative to fortified schools: Using crime prevention through environmental design (CPTED) to balance student safety and psychological well-being. Psychology in the Schools, 57(1), 152–165. https://doi.org/10.1002/pits.22301
Makulua, K., Pattiruhu, C. M., Mukaddamah, I., Touwe, Y. S., & Huriah, L. (2023). Evaluation of early childhood learning using the independent curriculum. Al-Hijr Journal of Adulearn World, 2(4). https://doi.org/10.55849/alhijr.v2i4.550
Mardiana, W., Krisdiana, A., Afkar, T., & Anjariyah, D. (2023). The reflection of learning within an independent curriculum is crucial for enhancing educational outcomes and fostering personal growth among students and teachers. This approach emphasizes self-assessment and adaptability, which are essential in today’s educational landscape. IJECA (International Journal of Education and Curriculum Application), 6(2), 13-20.
MacCann, C., Jiang, Y., Brown, L. E. R., Double, K. S., Bucich, M., & Minbashian, A. (2020). Emotional intelligence predicts academic performance: A meta-analysis. Psychological Bulletin, 146(2), 10-30.
Molloy, E., Boud, D., & Henderson, M. (2020). Developing a learning-centred framework for feedback literacy. Assessment & Evaluation in Higher Education, 45(4), 527–540. https://doi.org/10.1080/02602938.2019.1667955
Morales, J. B. (2021). De-territorialisations for pedagogical co-creation: Challenging traditionalistic pedagogies with students in higher education. Journal of University Teaching and Learning Practice, 18(7), 214–227.
Morles, J. C., Slemp, G. R., Pekrun, R., Loderer, K., Hou, H., & Oades, L. G. (2021). Activity achievement emotions and academic performance: A meta-analysis. Educational Psychology Review, 33(3), 1051–1095.
Nasution, S. W. (2022). Assesment kurikulum merdeka belajar di sekolah dasar. Prosiding Pendidikan Dasar, 1(1), 135–142. https://doi.org/10.34007/ppd.v1i1.181
Nobutoshi, M. (2023). Metacognition and reflective teaching: A synergistic approach to fostering critical thinking skills. Research and Advances in Education, 2(9), 1-11. https://doi.org/10.56397/RAE.2023.09.01
Nurunnabi, M., Almusharraf, N., & Aldeghaither, D. (2020). Mental health and well-being during the COVID-19 pandemic in higher education: Evidence from G20 countries. Journal of Public Health Research, 9(s1), 60–68.
Ortan, F., Simut, C., & Simut, R. (2021). Self-efficacy, job satisfaction and teacher well-being in the K-12 educational system. International Journal of Environmental Research and Public Health, 18(23), 12763. https://doi.org/10.3390/ijerph182312763
Rahmadayanti, D., & Hartoyo, A. (2022). Potret kurikulum merdeka, wujud merdeka belajar di sekolah dasar. Jurnal Basicedu, 6(4), 7174–7187. https://doi.org/10.31004/basicedu.v6i4.343
Rais, M. (2019). Pembelajaran reflektif, seni berpikir kritis, analitis dan kreatif. Badan Penerbit UNM, 12(1), 20-25.
Rappleye, J., Komatsu, H., Uchida, Y., Krys, K., & Markus, H. (2020). ‘Better policies for better lives’?: Constructive critique of the OECD’s (mis)measure of student well-being. Journal of Education Policy, 35(2), 258–282. https://doi.org/10.1080/02680939.2019.1576923
Sasmito, E. (2023). Upaya mewujudkan “student well-being” melalui peningkatan kompetensi guru dalam menerapkan pembelajaran berdefrensiasi di SMA Negeri 1 Talun Kabupaten Blitar. Jurnal Terapan Pendidikan Dasar Dan Menengah, 3(1), 131-144. https://doi.org/10.26418/j-psh.v13i2.57951
Sholeh, M., Widodo, B. S., & Putra, B. A. W. (2024). Evaluating the implementation of the independent curriculum policy in Indonesia: Sentiment analysis. Studies in Learning and Teaching, 5(1), 1–10. https://doi.org/10.46627/silet.v5i1.219
Sirait, A. A., Basri, H., & Ab Rahman, Z. (2024). The concept of independent curriculum implementation: Realizing humanistic Islamic education learning. Educative, 2(1), 210-222. https://doi.org/10.37985/educative.v2i1.210
Sufyadi, S., Lambas, R., Rosdiana, T., Rochim, F. A. N., Novrika, S., Iswoyo, S., Hartini, Y., Primadonna, M., & Mahardhika, R. L. (2021). Pembelajaran paradigma baru. Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi, 10(2), 15-27.
Sufyadi, S., Lambas, R., Rosdiana, T., Rochim, F. A. N., Novrika, S., Iswoyo, S., Hartini, Y., Primadonna, M., & Mahardhika, R. L. (2021). Panduan pembelajaran dan asesmen (jenjang pendidikan dasar dan menengah). Pusat Asesmen dan Pembelajaran Badan Penelitian dan Pengembangan dan Perbukuan Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi, 1(1), 10-15.
Sunarni, & Karyono, H. (2023). Persepsi guru terhadap implementasi kurikulum merdeka belajar di sekolah dasar. Journal on Education, 5(2), 1613–1620. https://doi.org/10.31004/joe.v5i2.796
Suwardi, S., Bukhori, I., Kartini, Chundasah, & Zulkifli, Z. (2022). Panduan pembelajaran dan asesmen, RA, MI, MTs., MA dan MAK. Direktorat KSKK Madrasah Direktorat Jenderal Pendidikan Islam Kementerian Agama.
Torrano, D. H., Ibrayeva, L., Sparks, J., Lim, N., Clementi, A., Almukhambetova, A., Nurtayev, Y., & Muratkyzy, A. (2020). Mental health and well-being of university students: A bibliometric mapping of the literature. Frontiers in Psychology, 11(1), 1226-1233. https://doi.org/10.3389/fpsyg.2020.01226
Veine, S., Anderson, M. K., Andersen, N. H., Espenes, T. C., Søyland, T. B., Wallin, P., & Reams, J. (2020). Reflection as a core student learning activity in higher education: Insights from nearly two decades of academic development. International Journal for Academic Development, 25(2), 147–161. https://doi.org/10.1080/1360144X.2019.1659797
Wardani, I. G. A. K., Said, A., & Yatimah, D. (2023). Profesi keguruan. Universitas Terbuka. 10(2), 15-50. https://doi.org/10.53761/1.18.3.7
Wesely, J. K. (2021). Skimming the surface or digging deeper: The role of emotion in students’ reflective journals during an experiential criminal justice course. Journal of Experiential Education, 44(2), 167–183. https://doi.org/10.1177/1053825920952829
Zamzani, I., Aditomo, A., Pratiwi, I., Sholihin, L., Hijriani, I., Utama, B., Anggraena, Y., Felicia, N., Simatupang, S. M., Djunaedi, F., Amani, N. Z., & Widiaswati, D. (2020). Naskah akademik sekolah penggerak. Pusat Penelitian Kebijakan Badan Penelitian dan Pengembangan dan Perbukuan Kementerian Pendidikan dan Kebudayaan, 1788(1), 229-300. https://doi.org/10.1088/1742-6596/1788/1/012043
Copyright (c) 2024 IJORER : International Journal of Recent Educational Research
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Abstract viewed = 70 times
PDF downloaded = 38 times
Similarity Check downloaded = 7 times
