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Vicky Dwi Wicaksono


Self-assessment in learning is rarely used during classroom learning. Students as adults should engage in self-assessment to accommodate need. The reflection journal writing activities used by students at the end of each study are one alternative to self-assessment. Reflective thinking, reflective questions, reflections and reflective practices are often used interchangeably, although there is little difference. The purpose of this research is to know the results of reflective journal product development in accordance with validation experts, lecturer studies, and student responses. This type of research method is research and development. The validity rate of journal developed amounted to 85% of learning evaluation experts, 96% of psychology, 90% of Indonesian language experts. The progress of students' learning abilities will be improved by the release of reflective journals. The number of reflective journals is 22 journals in each semester consisting of 16 journals of lecture meetings and 6 follow-up journals of reflection results. Self-assessment in reflective journals can be observed in the naked eye. If the student does not experience changes while studying, then the student can be said to be hampered in the learning process. Students can determine their own learning abilities.


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Keywords: reflective journals, self-assessment, evalution

Wicaksono, V. D., Budiyono , B., & Supriyono, S. (2020). Reflective Journal Development As Self-Assessment. EDUTEC : Journal of Education And Technology, 4(2), 147-153.