Membangun Deep Learning dan Kemandirian Siswa SMP Melalui Teknik Reframing dalam Pembelajaran IPA
DOI:
https://doi.org/10.67686/didaktika.v10i3.2187Abstract
Science learning, often perceived as difficult and a source of student anxiety, serves as the background for this study, which aims to describe the implementation of the reframing technique in establishing a learning climate that supports students' autonomy and critical reasoning. A descriptive qualitative approach was employed, involving grade VII B students at SMP IT Al Khoiriyah Al Husna. Data were collected through six sessions of participatory observation, teacher reflective notes, and student perception questionnaires, then analyzed using triangulation. The results indicate that applying reframing led to a reduction in student anxiety regarding mistakes and the creation of a psychologically safer learning environment. This condition encouraged self-regulated learning, where 51.6% of students completed tasks independently and 64.5% verified information from multiple sources. An improvement in critical reasoning was also observed through students' courage in posing reflective questions and analyzing science phenomena from various perspectives during discussions. Furthermore, the majority of students viewed the feedback-based assessment system as fair and process-oriented. These findings confirm that reframing can serve as a pedagogical strategy to build a psychological climate that supports deep learning in science education.
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