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Reflection Journal
Published by Lembaga Penelitian dan Pemberdayaan Masyarakat
ISSN : -     EISSN : 28081501     DOI : https://doi.org/10.36312/rj
Core Subject : Education,
Education
Reflection Journal (ISSN: 2808-1501) is a forum for publishing the results of review and empirical original research papers in the field of education. Reflection Journal published by Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM) twice a year (bianually) in June and December.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 178 Documents
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Analyzing the Dominant Role of Philosophy in Education: A Systematic Literature Review on Curriculum and Pedagogical Innovations Ahzan, Sukainil; Suastra, Wayan; Atmaja, Ananta Wikrama Tungga; Tika, I Nyoman
Reflection Journal Vol. 4 No. 2 (2024): Desember
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/rj.v4i2.2372

Abstract

Educational philosophy plays a dominant role in shaping educational theory and practice by providing an epistemic and ethical foundation. This study examines recent literature (2023-2024) to analyze how philosophical concepts, such as Kuhn’s paradigm shifts and culturally rooted approaches like Ubuntu and Ujamaa, influence curriculum design and teaching methods. Using the PRISMA systematic review method, this research identifies 35 relevant documents and conducts an in-depth analysis of 13 journal articles discussing the role of philosophy in education. The findings indicate that philosophy contributes to enhancing critical literacy, epistemic decolonization, and strengthening inclusive educational strategies. This study also highlights the challenges in applying philosophical principles in global education systems, which are still predominantly influenced by Western-based curricula. Through a comprehensive literature review, this research asserts that educational philosophy is not only of academic value but also has practical implications for improving the relevance and quality of education. Therefore, integrating philosophical thought into education can serve as an innovative solution for creating a more inclusive, reflective, and contextual learning system.
Ethnoscience: Mapping the Potential of Sasak Local Wisdom as a Source of Science Learning Hunaepi, Hunaepi; Suastra, I Wayan; Arnyana, Ida Bagus Putu; Hasbullah, Hasbullah
Reflection Journal Vol. 4 No. 2 (2024): Desember
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/rj.v4i2.2594

Abstract

The integration of Sasak local wisdom into science education, particularly in biology, physics, and chemistry, offers a contextual and meaningful learning experience for students. This study explores the potential of Sasak cultural practices such as Belaq Tangkel, Poteng Rekat, Bau Nyale, and Nyesek to enrich science education. These traditions are linked to scientific concepts, including human reproduction, biodiversity, material physics, and chemical bonding. The research adopts a literature review approach to identify and map the educational potential of Sasak traditions, focusing on their relevance to scientific learning. For instance, Belaq Tangkel introduces students to embryonic development, while Kalender Rowot Sasak supports teaching astronomy. The integration of these practices promotes sustainability values, analytical skills, and cultural appreciation among students. Challenges such as limited resources and teacher training highlight the need for collaboration between educators, local communities, and researchers. This approach not only fosters cultural preservation but also enhances students’ scientific understanding, providing a holistic and sustainable educational framework. The findings underline the importance of ethnoscience in bridging traditional knowledge and modern science to create an inclusive and culturally responsive education system.
Improving Science Process Skills through the Discovery Learning model Azis, Sri Rofida; Fatmawati, Baiq; Asri, Indra Himayatul
Reflection Journal Vol. 4 No. 2 (2024): Desember
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/rj.v4i2.2652

Abstract

This study examines the effectiveness of implementing the Discovery Learning model on students' science process skills. The research method used is a quasi-experiment with a Pretest-Posttest Control Group Design, involving two groups: an experimental class (n = 16) using Discovery Learning and a control class (n = 15) using the lecture method. The research instruments include achievement tests, observation sheets,  and interviews with teachers and students. The results indicate that students who learned through Discovery Learning experienced a significant improvement in science process skills, particularly in observing, classifying, predicting, and communicating learning outcomes. Statistical analysis using the t-test showed a significant difference between the experimental and control groups, with tcalculated=3.17 = 3.17 greater than ttable=2.045 at a significance level of p<0.0. These findings highlight the importance of inquiry-based learning strategies in improving the quality of science education. The study was conducted over eight weeks, allowing for a comprehensive assessment of student progress.
Evaluating the Dongeng Tambora Keliling Mobile Storytelling Program in Supporting Children’s Reading Literacy Ramdhania, Elsa Fitratul; Herlina; Kholisussa'di
Reflection Journal Vol. 4 No. 2 (2024): Desember
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/rj.v4i2.6579

Abstract

Mobile storytelling programs may offer an accessible and engaging approach to supporting children’s reading literacy, particularly in community-based and nonformal education settings. This study evaluated the Dongeng Tambora Keliling mobile storytelling program in Dompu, Indonesia, using four operational components of the CSE-UCLA framework: needs assessment, program planning, formative evaluation, and summative evaluation. A quantitative descriptive program-evaluation design was employed involving 68 children selected from a population of approximately 215 participants across four program locations. Data were collected using a 16-item five-point Likert questionnaire, with four items representing each evaluation component, and were supplemented by participant observation and program documentation. The data were analyzed descriptively by converting component scores into percentages. The results showed that all four components received highly positive participant evaluations. Program planning obtained the highest score (92.22%), followed by summative evaluation (88.16%), formative evaluation (87.79%), and needs assessment (81.39%), with an overall mean of 87.39%. These findings indicate that participants perceived the program particularly favorably in terms of its planning, learning materials, visual support, implementation, and literacy-related experiences. Needs assessment, although still rated highly, emerged as the comparatively weakest component and may require more systematic identification of children’s literacy profiles and learning needs. Because the study did not include pretest-posttest measures, a comparison group, or inferential analysis, the findings should be interpreted as evidence of high perceived program effectiveness rather than causal improvement in reading literacy. The study supports the use of mobile storytelling as a promising community-based literacy initiative while highlighting the need for stronger needs assessment and future outcome-based evaluation.
Relationship Between Package C Learners’ Perceptions of Tutorial Learning Implementation and Academic Achievement at PKBM Lentera Nusa Cendikia Laila, Parhana; Suharyani; Kholisussa'di; Herlina
Reflection Journal Vol. 3 No. 2 (2023): Desember
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/rj.v3i2.6580

Abstract

Non-formal equivalency education requires instructional approaches that can accommodate learners with diverse ages, educational experiences, and learning needs. Tutorial learning offers opportunities for more intensive interaction, guidance, feedback, and adjustment of learning support to individual needs. This study aimed to describe learners’ perceptions of tutorial learning implementation and academic achievement and to examine the relationship between these variables among Package C learners at PKBM Lentera Nusa Cendikia. A quantitative correlational design was employed involving all 25 Package C learners as the local study population. Learners’ perceptions of tutorial implementation were measured using a 12-item Likert-scale questionnaire covering learner participation, tutor-learner interaction, guidance and mentoring, material adjustment, feedback, and supportive learning conditions. Academic achievement was represented by learners’ report card scores, while perceived learning achievement was used as supplementary descriptive information. Data were analyzed using descriptive statistics and Pearson Product-Moment correlation. The findings showed that learners generally reported highly positive perceptions of tutorial implementation, with a mean score of 55.60 (SD = 4.77). Report card scores ranged from 79 to 93, with a mean of 87.00 (SD = 4.08). The correlation analysis revealed a positive and statistically significant relationship between tutorial learning implementation and academic achievement, r(23) = 0.808, p < 0.001. The coefficient of determination (r² = 0.653) indicated substantial statistically shared variance between the two variables. These findings suggest that more positive experiences of tutorial learning are associated with higher academic achievement among the Package C learners examined, while causal interpretations remain beyond the scope of the correlational design
Evaluation of Beneficiaries’ Perceptions of the Desa Berdaya Program in Ungga Village Using the CIPP Model Salsabila, Nadia; Herlina; Sa'di, Rila Hardiansyah
Reflection Journal Vol. 4 No. 2 (2024): Desember
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/rj.v4i2.6581

Abstract

Extreme poverty remains a multidimensional challenge in rural Indonesia, requiring interventions that combine livelihood strengthening, human-capital development, local institutional support, and improvements in basic living conditions. This study evaluates the implementation of the Desa Berdaya Program in Ungga Village, Praya Barat Daya Subdistrict, Central Lombok Regency, West Nusa Tenggara, using the Context–Input–Process–Product (CIPP) evaluation model. A quantitative evaluative design was applied to all 25 program beneficiaries through saturated sampling. Data were collected primarily through a 46-item Likert-scale questionnaire and supplemented by interviews, observation, and program documentation. Descriptive percentage analysis assessed perceived program effectiveness in each CIPP dimension. The context dimension obtained 89.60%, indicating strong alignment between program objectives and community needs. Input achieved 87.20%, reflecting positive perceptions of facilitators, materials, facilities, and funding support. Process reached 88.72%, suggesting that implementation, participation, and monitoring were viewed favorably. Product obtained 87.20%, indicating perceived improvements in knowledge, entrepreneurial orientation, household economic capacity, and satisfaction with program benefits. The overall CIPP score was 88.18%, categorized as highly effective. These findings suggest that the program is well aligned with local needs and is perceived to strengthen beneficiary capacity through livelihood training, support for village-owned enterprise activities, and housing improvement assistance. However, because the evidence is cross-sectional and perception-based, interpret the results as an assessment of program implementation and perceived contribution rather than a causal estimate of poverty reduction.
The Relationship Between the Implementation of the GERMAS Program and Community Awareness of Healthy Lifestyles in Darek Village, Central Lombok Regency Sopianah; Herlina; Sa'di, Kholisus
Reflection Journal Vol. 3 No. 2 (2023): Desember
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/rj.v3i2.6582

Abstract

This study analyzes the relationship between the Healthy Living Community Movement Program (GERMAS) and the improvement of healthy lifestyle awareness among residents of Darek Village, Central Lombok Regency. The study was motivated by the need to strengthen promotive and preventive public health strategies at the village level, particularly to reduce non-communicable disease risks through physical activity, fruit and vegetable consumption, non-smoking behavior, regular health checks, and environmental hygiene. A quantitative correlational design was employed. The sample consisted of 30 community members who were aware of or had participated in GERMAS activities. Data were collected using a 20-item Likert-scale questionnaire and analyzed through descriptive statistics, validity testing, reliability testing, simple linear regression, correlation, and coefficient of determination using SPSS version 25. The results show that community responses to GERMAS implementation were in the very good category, with a percentage score of 89.13%. All questionnaire items were valid because each item correlation exceeded the r table value of 0.361, and the instrument was reliable with a Cronbach’s Alpha of 0.950. Regression analysis produced the equation Y = 6.014 + 0.880X, with R = 0.826 and R² = 0.683. These findings indicate that GERMAS has a very strong relationship and contributes 68.3% to the improvement of healthy lifestyle awareness. Strengthening GERMAS requires continuous education, village government support, health cadre participation, and environmental facilities that enable consistent healthy living practices.
Evaluating a Farmer Group Training Program Using the CIPP Model: Evidence from Mataram Soleh, Ilham; Rizka, M. Arief; Kholisussa'di
Reflection Journal Vol. 3 No. 2 (2023): Desember
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/rj.v3i2.6583

Abstract

 The problem of this research is how to evaluate the Farmer Group Work Training Program in Tegal Environment, Selagalas Village, Mataram City, NTB. This study aims to conduct an evaluation of the farmer Group Work Training Program in Tegal Environment, Selagalas Village, Mataram City, NTB in improving the knowledge and skills of training participants. This research is an evaluative study with a quantitative approach, the evaluation used in this study is the CIPP model evaluation (context, input, process, product) with a population of 16 training participants. ho participated in the Farmer Group Work Trainiing Program. Data collection using a questionnaire as the main method, interviews and documentation as complementary methods. The instrument used in this study is a questionnaire, while the technical analysis with a percentage formula. The results of this study state that the four aspects of the work training program evaluation received very good scores with different percentage values between the four aspects. The context aspect is 92,8%, the input aspect is 95,3%, the process aspect is 93,7%, and the product aspect is 94,6%. Thus, it can be conclued that the evaluation of the Farmer Group Work Training Program in Tegal Environment, Selagalas Village, Mataram Cuty, NTB is in the very good category.

Page 18 of 18 | Total Record : 178

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