<![CDATA[ABSTRACT Reflective journals can provide students with a space to revisit their learning experiences, particularly when difficulties are not perceived as evidence of limited ability but rather as part of an ongoing process of improvement. This study examines the relationship between the quality of reflective journal writing and growth mindset in social studies learning among 31 seventh-grade students in Class VII-A at SMP Negeri 25 Malang during the second semester of the 2025/2026 academic year. A quantitative approach with a correlational design was employed, with journal quality assessed using an analytic rubric and growth mindset measured through a 16-item questionnaire using a four-point Likert scale. Both instruments were subjected to validity and reliability testing before the data were analyzed using IBM SPSS Statistics version 25. The analysis included descriptive statistics, the Kolmogorov–Smirnov normality test, a linearity test, the Pearson Product Moment correlation, the coefficient of determination, and simple linear regression. The results revealed a positive and significant correlation between the two variables (r = 0.682; p = 0.000), with an R² of 46.5%. This indicates that variation in reflective journal scores was statistically associated with 46.5% of the variation in growth mindset, while the remaining variation fell outside the model. These findings suggest that the quality of written reflection is associated with how students perceive the development of their abilities and respond to learning experiences. ABSTRAK Jurnal reflektif dapat menjadi ruang bagi murid untuk membaca kembali pengalaman belajar, terutama ketika kesulitan tidak diperlakukan sebagai akhir dari kemampuan, melainkan sebagai bagian dari proses perbaikan. Penelitian ini menelaah keterkaitan kualitas penulisan jurnal reflektif dengan growth mindset dalam pembelajaran IPS pada 31 murid kelas VII-A SMP Negeri 25 Malang selama semester genap Tahun Ajaran 2025/2026. Pendekatan kuantitatif digunakan melalui desain korelasional, dengan kualitas jurnal diukur menggunakan rubrik analitik dan growth mindset dihimpun melalui angket 16 pernyataan berskala Likert empat poin. Kedua instrumen terlebih dahulu melalui pengujian validitas dan reliabilitas sebelum data dianalisis menggunakan IBM SPSS Statistics versi 25. Pembacaan data mencakup statistik deskriptif, uji Kolmogorov–Smirnov, uji linearitas, korelasi Pearson Product Moment, koefisien determinasi, serta regresi linear sederhana. Hasil analisis memperlihatkan korelasi positif dan signifikan antara kedua variabel (r = 0,682; p = 0,000), dengan R² sebesar 46,5%. Artinya, variasi skor jurnal reflektif berkaitan secara statistik dengan 46,5% variasi growth mindset, sementara bagian lainnya berada di luar model. Temuan ini memperlihatkan bahwa kualitas refleksi tertulis berasosiasi dengan cara murid memandang perkembangan kemampuan dan merespons pengalaman belajar.]]>
