Reflective Learning for Improving Student Teachers’ Holistic Learning

  • Juniriang Zendrato
  • F Marsina
  • S S Simanjutak


To ensure that our students know what they know after teaching and learning, they need some time to reflect on each day’s lessons. This research aimed to examine students’ ideas in writing reflections and to find out both the benefits and the challenges in writing journal reflections. It was a descriptive research. The data were gathered by distributing questionnaires to the three cohorts of Primary Teacher Education Department student teachers in Teachers College, Pelita Harapan University and by interviewing some students from each cohort. The results showed that the students’ ideas in writing journal reflections were about the principles, insights, experiences, theories studied, and solutions. The benefits of writing reflections for the students were discovering their strengths and weaknesses, life purposes, and studying commitment. The challenges of writing reflections for the students were writing skills, life principles awareness, and theories comprehension. As a conclusion, reflection is strongly recommended to be done after teaching and learning with the correct foundation, way of thinking, purposes, and strategy to improve student teachers holistic  learning.