Improving Mastery of Educational Research Course Through the Application of a Reflective Learning Model for Undergraduate Students of Primary Teacher Education

Abstract

Abstract: The purpose of this study was to determine the description of the application of reflective methods in learning in Educational Research courses as well as to determine the goodness of reflective methods on student learning outcomes. The subject of Educational Research was chosen because there is a growing assumption among students that this subject is difficult to understand as well as few of them who get excellent grades (A). Through a quasi-experimental study, one group pretest-posttest design on fifth semester students of class B regular morning PGSD FKIP Unram, with 50 samples from 50 students by purposive random sampling. The application of reflective methods to class V / B morning through, the stages of identifying problems, formulating problems and solutions, and solving problems in learning Educational Research. The average results of the pretest and posttest to 50 sample students were obtained through the implementation of the pretest and posttest and then compared. The results showed that the posttest learning outcomes (75.41) were better than the pretest learning outcomes (59.05). The results of the normalized gain ˂g˃ test found ˂g˃ = 0.352 (medium classification). The reflective method is indicated to be able to improve students' Educational Research learning outcomes, indicated by the difference in posttest and pretest learning outcomes of 16.36 and significant in the medium category.