Reflection Habituation on The Online Tutorial

Authors

DOI:

https://doi.org/10.33830/ptjj.v23i2.4256.2022

Keywords:

reflective learning, reflective learner, reflective thinking level, discussion ability

Abstract

This study aims to produce a reflective learning program that can be applied to the online tutorial for the final project to improve students' reflective thinking skills. Through a series of phased activities, a reflective learning program using discussion as the core of activities followed by reflection activities using the Gibbs’ reflective cycle has produced a reflective learning program in an online tutorial that is ready to be tested. The test was conducted to measure the students' reflective thinking level before and after using the program using the Kember reflective thinking level instrument. The study show that the program has the main characteristic of sharpening students' reflective thinking skills.  After using the program, students' reflective thinking skills showed an increase in the highest score at the critical reflection level. The program has the advantage that students will get used to doing reflection and can practice higher-order thinking skills through discussion activities. Program limitations occurred because of the effect of program characteristics, namely, students must have high motivation, discipline, and independent learning, students must have sufficient computer and IT skill.  The program has the potential to increase the ability of reflection to support a change/shift towards a higher level of reflective thinking.

References

Ayazgök, Büşra, & Aslan, Hatice. (2014). The Review of Academic Perception, Level of Metacognitive Awareness and Reflective Thinking Skills of Science and Mathematic University Students. Procedia - Social and Behavioral Sciences, 141, 781–790. https://doi.org/10.1016/j.sbspro.2014.05.137

Barnhart, Tara, & van Es, Elizabeth. (2015). Studying teacher noticing: EXAMINING the relationship among pre-service science teachers’ ability to attend, analyze and respond to student thinking. Teaching and Teacher Education, 45, 83–93. https://doi.org/10.1016/j.tate.2014.09.005

Buzdar, Muhammad Ayub, & Ali, Akhtar. (2013). Development of reflective thinking through distance teacher education programs at AIOU pakistan. International Review of Research in Open and Distance Learning, 14(3), 43–58. https://doi.org/10.19173/irrodl.v14i3.1350

Boud, D., Keogh, R., & Walker, D. 1985. Reflection: Turning experience into learning. London: Kogan Page. https://craftingjustice.files.wordpress.com/2017/04/david-boud-rosemary-keogh-david-walker-reflection_-turning-experience-into-learning-routledge-1985-pp-1-165.pdf

Dewey, J. 1910. Meaning: Or Conceptions and Understanding. How We Think., 116–134. https://doi.org/10.1037/10903-009

Green, Nicole C., Edwards, Helen, Wolodko, Brenda, Stewart, Cherry, Brooks, Margaret, & Littledyke, Ros. (2010). Reconceptualising higher education pedagogy in online learning. Distance Education, 31(3), 257–273. https://doi.org/10.1080/01587919.2010.513951

Hayden, H. Emily, & Chiu, Ming Ming. (2015). Reflective Teaching via a Problem Exploration–Teaching Adaptations–Resolution Cycle: A Mixed Methods Study of Preservice Teachers’ Reflective Notes. Journal of Mixed Methods Research, 9(2), 133–153. https://doi.org/10.1177/1558689813509027

Jacobs, Gaby, & Murray, Michael. (2010). Developing critical understanding by teaching action research to undergraduate psychology students. Educational Action Research, 18(3), 319–335. https://doi.org/10.1080/09650792.2010.499789

Kember, David, Leung, Doris Y. P., Jones, Alice, Loke, Alice Yuen, McKay, Jan, Sinclair, Kit, Tse, Harrison, Webb, Celia, Wong, Frances Kam Yuet, Wong, Marian, & Yeung, Ella. (2000). Development of a questionnaire to measure the level of reflective thinking. Assessment and Evaluation in Higher Education, 25(4), 381–395. https://doi.org/10.1080/713611442

Kolb, David A. (1984). Experiential Learning: Experience as The Source of Learning and Development. Prentice Hall, Inc., (1984), 20–38. https://doi.org/10.1016/B978-0-7506-7223-8.50017-4

Lia, P., (2016). Using Gibbs Reflective Cycle in Course Work https://moodle.nptcgroup.ac.uk/pluginfile.php/1113942/mod_resource/content/1/USING-GIBBS-REFLECTIVE-CYCLE-IN-COURSEWORK-DEC-2016-P-LIA.pdf

Manen, Van. (1977). Linking of Being Ways. Curriculum Inquiry, 6(3), 205–228.

Mezirow, Jack. (1991). Transformative Learning: Theory to Practice Transformative Learning Theory. Transformative Learning (Mezirow, (74), 5–12.

Mezirow, J. (1997). Transformative Learning: Theory to Practice. New Directions for Adult and Continuing Education, 1997(74), 5–12. https://doi.org/10.1002/ace.7401

Naghdipour, Bakhtiar, & Emeagwali, Okechukwu Lawrence. (2013). Assessing the Level of Reflective Thinking in ELT Students. Procedia - Social and Behavioral Sciences, 83, 266–271. https://doi.org/10.1016/j.sbspro.2013.06.052

Pollard, A. (2002). Social differentiation in schools. In Readings for Reflective Teaching in Schools (p. 512-).

Sargent, Carol Springer. (2015). Evidence of reflective thinking across the curriculum: college experience versus individual courses. Higher Education Research and Development, 34(3), 624–640. https://doi.org/10.1080/07294360.2014.973375

Schaaf, Marieke Van Der, Baartman, Liesbeth, Prins, Frans, Oosterbaan, Anne, & Schaap, Harmen. (2013). Scandinavian Journal of Educational Feedback Dialogues That Stimulate Students ’ Reflective Thinking. Scandinavian Journal of Educational Research, 57(3)(November 2011), 227–245. Retrieved from http://www.tandfonline.com/page/terms-and- conditions

Sekarwinahyu, M., Rustaman, N. Y., Widodo, A., & Riandi, R. (2019). Development of problem based learning for online tutorial program in plant development using Gibbs’ reflective cycle and e-portfolio to enhance reflective thinking skills. Journal of Physics: Conference Series, 1157(2). https://doi.org/10.1088/1742-6596/1157/2/022099

Thiagarajan, Sivasailam. (1974). Instructional development for training teachers of exceptional children. A Sourcebook, (Mc), 195.

Tican, Canses, & Taspinar, Mehmet. (2015). The effects of reflective thinking-based teaching activities on pre-service teachers’ reflective thinking skills, critical thinking skills, democratic attitudes, and academic achievement. Anthropologist, 20(1–2), 111–120. https://doi.org/10.1080/09720073.2015.11891730

Downloads

Published

22-12-2022

How to Cite

Mestika Sekarwinahyu, Amalia Sapriati, & Ucu Rahayu. (2022). Reflection Habituation on The Online Tutorial. Jurnal Pendidikan Terbuka Dan Jarak Jauh, 23(2), 33–47. https://doi.org/10.33830/ptjj.v23i2.4256.2022

Issue

Section

Articles

Similar Articles

<< < 6 7 8 9 10 11 12 > >> 

You may also start an advanced similarity search for this article.