Learning Improvement Efforts Through Reflective Studies in Elementary Schools

The study aims to demonstrate to primary school teachers that learning improvement must be conducted by the teachers themselves through the study Reflesi to improve the quality of the process and learning outcomes. Low quality of education in elementary schools due to the lack of attention of teachers to the development of students' learning skills, including problems of individual differences, has not yet gained service in learning. In such conditions, it is necessary to improve the learning to repair, improve the quality of learning and produce innovations that can improve learning processes and outcomes. The study uses a qualitative approach as a reflection of elementary school teachers in developing learning skills through the method of reflection learning. The research was conducted using participatory or empirical paradigms as a fundamental concept that departed from the study of participatory action. The results of research related to the analysis of increased learning efforts in elementary school through the reflection of learning show that teachers who are reflecting learning during the teaching process can create a better teaching process. Reflections of learning provide meaningful experiences and make teachers aware of their strengths and weaknesses in teaching. That continuous improvement in learning can improve the mastery of teaching skills, material mastery, development and the students' condition. Reflection learning is a matter of thinking and motivating teachers to always improve their learning regardless of whether or not there is a problem in the classroom.