Enhancing Mathematics Learning Outcomes through the Reflective Learning Model at MIS Noorhidayah Darussalam

Abstract

This Classroom Action Research (CAR) aims to examine the effectiveness of the Reflective Learning Model in improving students' understanding and performance in Mathematics at MIS Noorhidayah Darussalam. Mathematics is a fundamental subject that requires not only the mastery of concepts but also the ability to apply them in various contexts. However, many students often struggle to relate mathematical concepts to real-life situations, which impacts their engagement and achievement. The Reflective Learning Model, which encourages students to reflect on their learning experiences, identify areas of difficulty, and develop strategies for improvement, was implemented to address these challenges. The study was conducted over two cycles, each involving planning, implementation, observation, and reflection. Data was collected through classroom observations, student assessments, and interviews with both teachers and students. The findings indicate that the Reflective Learning Model significantly improved students' understanding of mathematical concepts and their ability to solve problems. By engaging in self-reflection, students were able to identify their strengths and weaknesses, which led to a more personalized learning experience. Furthermore, the model fostered greater student engagement and motivation as they took ownership of their learning process. This research concludes that the Reflective Learning Model is an effective approach to teaching Mathematics, as it enhances both cognitive and metacognitive skills, leading to improved learning outcomes. The study offers valuable insights for educators seeking to implement more student-centered and reflective teaching practices in Mathematics education.