https://mail.psppjournals.org/index.php/jerp/issue/feed 2026-08-27T06:40:28+00:00 Pusat Studi Pembangunan dan Pemberdayaan wilyjulitawaty@psppjournals.org Open Journal Systems <p><strong>Journal of Education Review Provision ISSN 2776-1304 (print) 2776-1312 (online)</strong> is an open access and peer reviewed journal includes all education research in all aspect primary education research, primary school curriculum, Education in primary school, University systems, Educational technology, prospective primary school teacher, Teacher education, Biology education, Vocational education, Value education, Psychological education, Educational counseling, Educational technology, Management education, Department of Education, Developmental Education, Language education, Learning community, Life skills Education, E learning.<br /><br /></p> <p> </p> https://mail.psppjournals.org/index.php/jerp/article/view/1091 2026-07-22T10:30:38+00:00 Muhammad Faizul Husnayain f.husnayain@unupurwokerto.ac.id Muhammad Rizal Ansori rizalansori@stitnuokutimur.ac.id Rahmad Surya Hadi Saputra rahmad2002@gmail.com Paryadi Paryadi paryadi@fkip.unmul.ac.id

<p style="font-weight: 400;"><em>This study describes the implementation of reflective learning logs based on Learning Outcome Design (LOD) at SMA Negeri 1 Purwokerto and explores perceived and observed developments in students’ learning. A qualitative descriptive, implementation-focused design involved three subject teachers, fifteen Grade XI students, and one principal. The six-month intervention used structured learning logs as the principal reflective tool, complemented by reflective discussions, think-pair-share, peer feedback, and portfolio review. Data were generated through observation, interviews, documentation, and focus group discussions and analyzed using Miles and Huberman’s interactive model, with source and method triangulation and member checking. Findings show implementation through outcome-oriented preparation, guided log writing, progressive scaffolding, differentiated support, and teacher facilitation. Participants and classroom evidence indicated developments in conceptual explanation, critical examination of information, metacognitive awareness, and learning autonomy. Structured reflection also helped students connect new knowledge with prior experience and evaluate progress against explicit learning outcomes. These findings represent qualitative patterns of perceived and observed development rather than evidence of causal effectiveness</em><em>.</em></p>

2026-08-27T00:00:00+00:00 Copyright (c) 2026 Journal of Education Review Provision