HUBUNGAN REFLEKSI TERHADAP PROFESIONALITAS GURU DAN KUALITAS PEMBELAJARAN

Abstrak

This study aims to examine the relationship between teacher reflection, professionalism, and learning quality. The method used is a systematic literature review (SLR) using the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) model, which includes the stages of identification, screening, feasibility assessment, and inclusion. The results of the analysis indicate that reflective practices, such as the use of reflective journals, peer observation, and student feedback, can improve teachers' self-awareness, pedagogical abilities, and critical thinking skills in the learning process. Teachers who actively reflect on their teaching practices have a higher professional attitude, are open to innovation, and focus on improving reciprocal learning. In addition, professionalism formed through reflection has been shown to have a positive impact on student motivation and learning outcomes. Based on these findings, teacher reflection needs to be a primary strategy in continuous professional development to realize quality education.