Meta-Analysis Study: The Relationship Between Reflective Thinking And Learning Achievement

Abstract

Reflective thinking is a must-have skill to connect the knowledge obtained with previous knowledge and can be seen from learning achievement. This study aims to prove and determine the relationship between reflective thinking and learning achievement and its effect size. This study used a quantitative meta-analysis method. Reflective thinking is the independent variable and learning achievement is the dependent variable. The data sources were obtained from online database searches on Google Scholar and international journal platforms from 2012 to 2021. Based on the search, 22 research publications met the predetermined criteria through a strict screening. Quantitative meta-analysis with correlation meta-analysis type was used to analyze the data. The software used was JASP 0.8 4.0. The results showed that this research Ho is rejected. It can be concluded that there was a significant relationship between reflective thinking and student achievement (z = 8.139; p < 0.001; 95%CI [0.400; 0.654]). The effect of reflective thinking on student achievement was in the medium category (rRE = 0.527). The findings are consistent with those of previous research on reflective thinking skills and learning achievement.

The Effectiveness of Project Based Learning on Students' Creative Thinking Skills in English Language Learning: A Meta-Analysis Study

“…Next, examine the publication bias of the 9 studies that have been analyzed. To determine the existence of publication bias, it can be analyzed with a funnel plot and calculate the value of Roshentall Fail Safe N (FSN) (Joseph, 2023)2; (Suparman et al, 2021;Chamdani et al, 2022;Nurtamam et al, 2023;Suryono et al, 2023;Goyal et al, 2022). Analysis of publication bias with funnel plots can be seen in Figure 1.…”

Meta-Analysis Study

“…If using the 5% level, the confidence interval is 95%. In addition, the forest plot also presents a summary effect or effect size resulting from the aggregation, which is located at the very bottom in the form of a diamond (diamond) whose breadth states the total area of the total weight of each study and its position states the magnitude of the summary effect (Chamdani et al, 2022;. In Figure 2, the results of the summary effect are shown with the label RE Model.…”

“…Other information that can be obtained from the forest plot in Figure 2 is regarding the consistency of the effect size of the 13 articles and the cause of the summary effect to be significant, namely, 13 research articles have an effect size that falls in the interval > 0.5 so that the results of the summary effect are significant in the medium category. Based on the description of the research findings obtained through statistical analysis using JASP above, it can be concluded that there is a significant positive effect "The effect of augmented reality on student learning outcomes" with the average effect size generated in the medium category, namely 0.54 in Cohen's criteria (Chamdani et al, 2022;.…”

“…Analysis of the data used is a correlation meta-analysis. Effect sizes can be categorized from 0 to 1 based on Cohen's effect size criteria (Chamdani et al, 2022;.…”

Reflective thinking and self-evaluation in language learning: mirroring the impacts on Saudi Arabian EFL students’ growth mindfulness, resilience, and academic well-being

“…Reflective thinking (RT) has received more attention in the last ten or so years, and many educational academics have emphasized its significance as a component of education in the twenty-first century (Willingham, 2007). Reflection, or RT, is a step in the critical thinking process that focuses on the process of evaluating and assessing what has happened (Chamdani et al, 2022). According to Lee and Gyogi (2016), RT encourages more physical activity to address and resolve a variety of personal and professional issues since it is concerned with the effects of ideas.…”