Implementation of Reflective Learning Logs in Supporting Students' Learning Development

Abstract

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.