Optimization of Reflection Activities to Improve Students' Learning Understanding at State Middle School 6 Palangka Raya
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Abstract
students face substantial challenges in comprehending instructional materials, as evidenced by low engagement, difficulty contextualizing theoretical concepts with daily life, and suboptimal problem-solving abilities. This study investigates the optimization of structured reflection activities to enhance students' comprehension of learning at SMP Negeri 6 Palangka Raya. Grounded in the Kurikulum Merdeka framework, which advocates student-centered pedagogy, reflection was implemented systematically to reinforce self-awareness, critical thinking, and learning autonomy. Using a pre-experimental one-group pretest-posttest design involving 30 eighth-grade students, the quantitative data demonstrated significant gains in comprehension, complemented by qualitative findings from triangulated semi-structured interviews. The results indicate that systematic reflection functions not only as a diagnostic assessment tool for teachers to adapt instruction but also as a metacognitive vehicle that empowers students to self-regulate their learning.
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