Fostering Critical Thinking Through Continuous Reflection:

Innovations in Sociology Education at SMA Eco Pesantren Daarut

Tauhiid

Rintia

1 a

, Dasim Budimansyah

1 b

, Siti Komariah

1 c

, Firza

2 d

, Ike Sylvia

2 e

Krisma Haryuniati

2 f

and Affandri Jasrio

2 g

Universitas Pendidikan, Indonesia

Universitas Negeri Padang, Indonesia

Keywords: Continuous Improvement, Reflective Practices, Sociology Education, Critical Thinking, Social Awareness.

Abstract: This study aims to analyze the implementation of continuous improvement techniques based on reflective

practices in sociology education at SMA Eco Pesantren Daarut Tauhiid. The background of this research is

the importance of deep understanding of complex social issues in sociology learning. Reflective principles in

sociology education emphasize the use of methods that encourage students to think critically and connect

sociological theories with the social phenomena they experience. In addition, educators need to update

learning media and models to align with technological advancements and shifting social contexts. This

research employs a qualitative method with observation, interviews, and document analysis techniques to

explore the continuous improvement cycle applied at SMA Eco Pesantren Daarut Tauhiid. The findings reveal

that this cycle is implemented through stages of planning, execution, evaluation, and corrective actions. This

approach not only enhances students' conceptual understanding but also helps them develop critical thinking

skills and deeper social awareness. In conclusion, continuous improvement based on reflective practices in

sociology education plays a crucial role in improving the quality of learning and fostering students' social

consciousness.

1 INTRODUCTION

Sociology as a subject offers insights into various

social and cultural aspects that affect everyday life. It

helps us understand and participate in a complex,

ever-evolving society. Sociology education aims to

foster a change in mindset, using a sociological

perspective to address global societal shifts.

Achieving optimal learning objectives is the result of

a process that includes effective evaluation and

reflection (Yulianti et al., 2023). Educational

reflection is a critical process that enables teachers to

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connect theory and practice, enhance their

professional development, and improve problem-

solving skills in diverse educational contexts

(Głowala et al., 2023). Learning reflection involves

critically evaluating one’s learning experiences to

identify aspects that can be improved.

The role of reflection in sociology education is

crucial, as it enables students to connect theoretical

concepts with social phenomena they experience.

Reflection not only aids students in understanding

theoretical concepts but also encourages them to

recognize their relevance in daily life. This process

Rintia, , Budimansyah, D., Komariah, S., Firza, , Sylvia, I., Haryuniati, K. and Jasrio, A.

Fostering Critical Thinking Through Continuous Reﬂection: Innovations in Sociology Education at SMA Eco Pesantren Daarut Tauhiid.

DOI: 10.5220/0013415100004654

Paper published under CC license (CC BY-NC-ND 4.0)

In Proceedings of the 4th International Conference on Humanities Education, Law, and Social Science (ICHELS 2024), pages 665-671

ISBN: 978-989-758-752-8

665

helps students build deep social awareness and

develop essential analytical skills for understanding

complex social issues. By applying the principle of

reflection, sociology education can facilitate a more

critical and holistic understanding among learners.

Moreover, as technology advances and social

contexts evolve, educators must update the media and

learning models they employ. Adapting teaching

methods is key to addressing contemporary

challenges. Technological developments have

broadened access to information, while social

changes demand flexible and responsive

understanding from students. Therefore, it is vital for

educators to continuously evaluate and update their

approaches to remain relevant and effective in

supporting meaningful sociology education.

Reflective reports serve as an effective tool for

implementing the principles of reflection and

continuous improvement in learning. As noted in

research by Savicki (Victor Savicki & Michele V.

Price, 2021), reflection is a key component of the

transformative learning process, demonstrating

strong explanatory power in alignment with theories

and observations of the reflective process. Through

reflective reports, educators can identify strengths

and weaknesses in teaching methods, design

improvement actions, and create strategies that are

more responsive to students' needs. The cycle of

reflection and continuous improvement can enhance

the quality of sociology education, fostering

meaningful and relevant learning experiences. In the

context of Islamic-based schools, such as SMA Eco

Pesantren Daarut Tauhiid, reflection and continuous

improvement through evaluation have unique

characteristics. This approach encompasses not only

academic aspects but also focuses on instilling

Islamic values relevant to students' daily lives. This

process is conducted reflectively and continuously,

ensuring that each learning experience contributes to

the development of students' Islamic character.

Reflection at this school involves observing the

effectiveness of teaching strategies, student

engagement, and the challenges encountered during

the learning process.

2 RESEARCH METHODOLOGY

The research method employed in this study is a

mixed methods approach, combining quantitative and

qualitative techniques. The quantitative approach

involved distributing Likert-scale questionnaires to

measure students' critical thinking skills and the

impact of reflective learning on their social

awareness. Meanwhile, the qualitative approach was

carried out through observations, in-depth interviews,

and document analysis. This study aims to understand

the reflective system implemented at SMA Eco

Pesantren Daarut Tauhiid, particularly through

reflective reporting conducted by teachers every

semester. The qualitative approach enables

researchers to gather in-depth data, emphasizing the

quality of information, including narratives and

expressions from informants, thereby providing a

comprehensive understanding of the subject matter

(Sa’adah et al., 2023). Observations were conducted

to directly examine the practices carried out by

teachers in reporting their reflections, while

document analysis focused on the content of these

reflective reports to identify patterns, objectives, and

outcomes of the reflection process. By combining

both approaches, this research offers a holistic

depiction of reflective practices and continuous

improvement in the teaching and learning process at

the school.

In-depth interviews were also conducted with

school leaders and several teachers to gain their

perspectives on the importance of reflection in

educational development. These interviews helped

the researcher uncover insights into the benefits of

reflection for achieving better educational outcomes

and identify potential challenges in its

implementation. Based on these data collection

techniques, this study provides a comprehensive

overview of the role of reflection in the learning

process at SMA Eco Pesantren Daarut Tauhiid. This

research methodology refers to Creswell's work

(2014) (Creswell, 2014), which suggests the use of

multiple data sources in qualitative methods to

achieve a deep and thorough understanding of the

phenomena being studied.

3 RESULT AND DISCUSSION

3.1 Reflection and Continuous

Improvement Based on Islamic

Values

Learning at SMA Eco Pesantren Daarut Tauhiid has

distinctive characteristics that set it apart from regular

schools, particularly in its application of reflection

and continuous improvement. In regular schools,

reflection tends to focus more on pedagogical aspects

ICHELS 2024 - The International Conference on Humanities Education, Law, and Social Science

666

and content evaluation (Yuliyanto et al., n.d.). This is

supported by research from Johanes Konig (König et

al., 2020) which states that reflection among teacher-

learners involves evaluating pedagogical content

knowledge and lesson planning effectiveness.

Teachers critically assess their lesson plans, focusing

on content knowledge, student understanding, and

teaching strategies. Thus, while reflection is effective

in enhancing academic achievement, it does not

emphasize in-depth character development. In

contrast, at SMA Eco Pesantren Daarut Tauhiid,

reflection and continuous improvement center on

integrating Islamic values into every element of

learning. Reflection at this school is directed towards

the continuous cultivation of students' character,

emphasizing the importance of Islamic values as the

foundation of the teaching and learning process.

According to Schön (1983) (Schön, 1983), reflection

involves not only rational thinking but also affective

engagement, which can help individuals gain a deeper

understanding of the impact of specific experiences

on their learning. This is supported by research

suggesting that positive emotional conditions

enhance meaningful learning experiences, leading

students to enjoy the learning process (M. Husnaini et

al., 2024).

Based on interviews with the vice principal of

curriculum at this school, teachers are required to

conduct learning reflections each semester through

reflective reports. These reports serve not only as a

tool for evaluating teacher performance but also as an

essential instrument to ensure that every aspect of

learning remains oriented toward Islamic values. The

focus of reflection at SMA Eco Pesantren Daarut

Tauhiid is on character development for students. The

school, including the teachers, routinely evaluates the

affective aspects of students' growth. One approach

used is a weekly reflective report schedule, where

teachers provide oral evaluations of the past week's

learning activities to the school administration. This

process aims to periodically review learning

effectiveness and make necessary improvements. At

the end of each semester, a more comprehensive

reflective report is prepared as a cumulative

assessment and evaluation of various learning

activities. As explained in research by Anwar, A. S.,

Yasin, A. F., & Zuhriyah, I. A. (2024) (Syafiul Anwar

et al., 2024), routine reflection allows learning to

remain relevant to the demands of the times and the

needs of society. This is also supported by research

showing the readiness of Islamic Religious Education

(PAI) teachers at SMP Negeri 1 Sangatta Utara in

implementing the Merdeka Curriculum, experiencing

positive development through regular reflection

(Auliyah et al., 2024) Ultimately, reflection plays a

vital role in creating continuous improvement,

ensuring the quality of education increases over time.

This reflection emphasizes cultivating critical

attitudes and character development aligned with

Islamic moral principles. SMA Eco Pesantren Daarut

Tauhiid prioritizes the formation of students who

excel not only academically but also possess a strong

foundation of Islamic character. In this regard, the

learning process is focused on fostering students'

awareness of their social roles while adhering to

values of goodness and moral strength, encapsulated

in the school’s slogan "BaKu" (Good and Strong).

This serves as a crucial foundation in creating a

learning environment aligned with the principles of

BR3T (Clean, Neat, Orderly, Organized, and

Maintained), adopted as the main pillar for building

student character. Research by Mulang and Halim

(Mulang & Putra, 2023) shows that instilling ethical

and spiritual values in students is an integral part of

character development, starting from the planning,

implementation, and evaluation stages outlined in the

Learning Implementation Plan (RPP) to produce

students with noble character, faith, and piety. This

indicates that a well-conducted reflection stage is

essential for achieving accurate evaluation. Similarly,

at SMA Eco Pesantren, teachers and school leaders

emphasize that reflection is not a one-way process but

involves active teacher participation in observing

students' overall development. This reflection ensures

that each teaching strategy applied in the classroom is

not solely focused on academic achievement but also

supports character building in line with the "BaKu"

principles. Thus, this approach enables a continuous

and relevant learning process, where students are

expected to grow into individuals who are both good

and strong, in accordance with the values upheld at

SMA Eco Pesantren Daarut Tauhiid.

3.2 Reflection and Continuous

Improvement in Sociology

Learning

The application of reflection in sociology learning at

SMA Eco Pesantren Daarut Tauhiid is based on a

comprehensive reflection model to analyze the

effectiveness of learning. One relevant model is

Gibbs’ Reflective Cycle (1988) (Gibbs, 1988), which

includes six steps: description of experience, feelings,

Fostering Critical Thinking Through Continuous Reﬂection: Innovations in Sociology Education at SMA Eco Pesantren Daarut Tauhiid

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evaluation, analysis, conclusion, and action plan.

Research by Noor (Aneeis Hashim et al., 2023)

indicates an improvement in teacher reflection,

providing clearer guidelines and enhancing their

evaluation, analysis, and action planning over an

eight-week period using Gibbs’ reflective model.

Further research by Abdul (Muwafaq Abdul Zahra

Abdul Ridha, 2023) demonstrates the effectiveness of

Gibbs’ model in educational sociology, particularly in

modifying students' perceptions and cognitive beliefs,

showing that the experimental group outperformed

the control group in developing social concepts. Thus,

Gibbs’ model is highly applicable in sociology

learning, especially for exploring and understanding

complex social issues such as social injustice, social

change, and class conflict. Through these reflective

steps, teachers and students can thoroughly evaluate

and review the learning process and its outcomes.

Based on interviews with sociology teachers at

SMA Eco Pesantren Daarut Tauhiid, the evaluation

process conducted is comprehensive and supported

by concrete data. This data includes students' exam

results, their participation during lessons, and

feedback provided by students regarding the teaching

and learning activities. This aligns with the findings

of Azhari (Azhari et al., 2019), who explained that

reflective practices encourage independent and deep

learning through outcome evaluation involving the

analysis of final scores. This data analysis enables

teachers to identify needs and shortcomings in the

learning process, allowing them to develop more

effective improvement plans for the following

semester. Furthermore, survey data indicate that 80%

of students reported that reflective learning helped

them better understand the relevance of sociology

concepts to their daily lives. This was achieved as

students were given the freedom to provide feedback

on learning activities, such as asking questions,

requesting additional teaching media like videos to

make the material more relatable, and recommending

learning methods they found easier to understand.

The survey also revealed that 78% of students

experienced increased awareness of social issues,

such as injustice, as a result of reflective learning.

These findings affirm that reflective learning not only

enhances students’ understanding of academic

material but also fosters a deeper awareness of social

issues.

Figure 1: Impact of Reflective Learning on Students.

The process of reflection and continuous

improvement at SMA Eco Pesantren Daarut Tauhiid

is implemented through the PDCA (Plan-Do-Check-

Act) cycle proposed by Deming (Deming, 1988) This

cycle has also been applied for continuous

improvement at Pesantren An-Nahdlah Kebumen by

planning, implementing, monitoring, and refining

student discipline rules, ensuring ongoing evaluation

and enhancing institutional quality and adherence to

regulations (Inganah & Chamidi, 2023). The Plan

stage involves planning the learning process based on

evaluations and findings from the previous semester.

In the Do stage, teachers implement the new teaching

methods that have been planned, such as changing the

group discussion format or using more interactive and

engaging visual aids. The Check stage focuses on

evaluating the results of implementation, where

teachers observe student engagement and the

effectiveness of the strategies used. Finally, in the Act

stage, the evaluation results serve as a basis for

further improvements, ensuring that learning in the

following semester is more optimal and relevant. In

addition to applying PDCA-based reflection, teachers

at SMA Eco Pesantren Daarut Tauhiid also consider

multicultural media and approaches in sociology

instruction. This is important due to the diverse

backgrounds of students, who come from various

regions with different cultural backgrounds.

According to the vice principal of curriculum,

teachers must plan inclusive lessons, using case

examples relevant to students' cultural backgrounds

and avoiding dominance by any particular culture.

This approach ensures that the content is accessible to

all students and avoids cultural bias.

In addition to applying PDCA cycle-based

reflection, teachers at SMA Eco Pesantren Daarut

Tauhiid also prioritize multicultural media and

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668

approaches in sociology instruction. This focus is

essential due to the diverse backgrounds of students,

who come from various regions with different

cultural backgrounds. According to the vice principal

of curriculum, teachers must plan inclusive lessons

that use case studies relevant to students' cultural

backgrounds and avoid dominance by any single

culture. Research by Da Silva (da Silva et al., 2023)

explains that traditional knowledge is often regarded

as inferior social experience in the realm of

knowledge production. Therefore, adjustments

involving the analysis of local approaches are

necessary. This step ensures that the material

presented is accessible to all students and avoids

cultural bias. Reflection on approaches and

adjustments to learning media is also conducted to

ensure that the methods used are engaging and

contextual. Consequently, continuous reflection and

improvement in sociology learning at this school not

only enhance students' academic achievement but

also support the cultivation of Islamic character in

line with the school’s vision. This approach

strengthens the integration of analytical sociology

learning with Islamic moral values, creating a holistic

and meaningful learning experience for students.

3.3 Case Study: Reflective Activities at

SMA Eco Pesantren

Interviews with teachers and the curriculum deputy at

SMA Eco Pesantren Daarut Tauhiid revealed that

reflective learning activities are routinely conducted,

involving various stakeholders, including students,

teachers, and school leadership. One of the reflective

practices includes verbal discussions between

teachers and students after completing each chapter

of the curriculum. These discussions aim to gather

direct feedback from students regarding the learning

process, including challenges they faced and the

relevance of the materials to their needs. This process

not only helps teachers evaluate the effectiveness of

their teaching methods but also encourages students

to think critically and actively express their opinions.

The survey results indicate that the majority of

students experienced a high level of engagement in

the reflective learning process. A total of 85% of

students reported feeling actively involved in

reflective learning activities. This demonstrates that

reflective methods effectively encourage student

participation, enabling them to contribute

meaningfully to the learning process, whether

through discussions or expressing their opinions.

Additionally, weekly reflections are conducted by

the curriculum deputy to monitor classroom

developments and identify challenges encountered

during the learning process. These weekly reflections

provide an opportunity for teachers to report their

observations, including students' academic and

affective progress. Feedback from the curriculum

deputy ensures that the learning process aligns with

the school’s vision, which integrates Islamic values

into education. Teachers, however, face challenges in

conducting in-depth evaluations and utilizing

relevant digital teaching tools. As explained by the

sociology teacher, students at Eco Pesantren are

prohibited from using gadgets, which limits the use of

digital tools and necessitates verbal discussions for

reflective activities. While this method fosters direct

interaction, it also presents limitations, such as the

lack of time for more in-depth discussions. The

school's strong emphasis on religious values

sometimes reduces classroom hours, as prayer and

worship activities are prioritized within the school

schedule. These time constraints often prevent

teachers from exploring reflective activities at a

deeper level, which could further enhance the

learning process.

Figure 2: Student Engagement Through Revlective

Learning.

Moreover, the sociology teacher routinely

engages in discussions with teachers of other subjects

to review classroom observations. These discussions

aim to ensure that the teaching approaches used are

relevant to students’ needs from various perspectives.

For instance, teachers of other subjects may provide

insights regarding specific student characteristics that

influence learning in the classroom. This information

serves as a reflection and personal record for teachers

to evaluate their teaching methods and adapt them to

better meet student needs. This collaborative process

highlights the importance of inter-teacher

cooperation in creating a supportive learning

Fostering Critical Thinking Through Continuous Reﬂection: Innovations in Sociology Education at SMA Eco Pesantren Daarut Tauhiid

669

environment that fosters holistic student

development. Through these reflective activities,

SMA Eco Pesantren Daarut Tauhiid not only

cultivates a strong culture of reflection but also

ensures that the school’s teaching practices are

continually improved to meet the academic and

character-building needs of students. By involving

students, teachers, and school leadership in the

reflection process, these practices lay a foundation for

continuous improvement in education while

reinforcing the alignment between the school’s vision

and its classroom implementation.

4 CONCLUSIONS

This study demonstrates that reflective learning

implemented at SMA Eco Pesantren Daarut Tauhiid

significantly impacts the development of students'

critical thinking and social awareness. Through the

application of reflective methods based on the PDCA

(Plan-Do-Check-Act) cycle, students not only gain a

deeper understanding of sociology concepts but also

connect them with social phenomena in their

surroundings. Survey data reveal that 85% of students

felt actively involved in the reflection process, 80%

stated that reflections helped them relate theories to

everyday life, and 78% reported an increased

awareness of social issues such as injustice.

However, the study also identifies several

challenges, including limited time for in-depth

evaluations and restrictions on gadget use, which

limit the integration of digital learning tools.

Additionally, the prioritization of religious activities

often reduces class time. Despite these limitations,

collaboration among teachers, students, and school

leadership in reflective processes has fostered a

learning environment that supports continuous

improvement and the integration of Islamic values

into education.

These findings affirm that reflective learning not

only enhances students' academic achievements but

also cultivates their social awareness, aligning with

the core objectives of sociology education. Future

research is recommended to explore the application

of this reflective method in interdisciplinary contexts

and diverse educational settings to expand its

relevance and effectiveness.

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