http://www.psppjournals.org/index.php/jerp <p><strong>Journal of Education Review Provision ISSN 2776-1304 (print) 2776-1312 (online)</strong> is an open access and peer reviewed journal includes all education research in all aspect primary education research, primary school curriculum, Education in primary school, University systems, Educational technology, prospective primary school teacher, Teacher education, Biology education, Vocational education, Value education, Psychological education, Educational counseling, Educational technology, Management education, Department of Education, Developmental Education, Language education, Learning community, Life skills Education, E learning.<br /><br /></p> <p> </p> en-US <div class="page"> <div class="page"> <p><strong>Journal of Education Review Provision</strong> operates under articles of this journal licensed under a <a href="https://creativecommons.org/licenses/by-sa/4.0/" target="_blank" rel="noopener">https://creativecommons.org/licenses/by/4.0.</a> This allows for the reproduction of articles, free of submissions charge, with the appropriate citation information. All authors publishing with the <strong>Journal of Education Review Provision</strong> accept these as the terms of publication. </p> <p><a href="http://creativecommons.org/licenses/by-sa/4.0/" rel="license"><img style="border-width: 0;" src="https://i.creativecommons.org/l/by-sa/4.0/88x31.png" alt="Creative Commons License" /></a></p> </div> </div> [email protected] (Pusat Studi Pembangunan dan Pemberdayaan) [email protected] (Support Team) Thu, 27 Aug 2026 06:40:28 +0000 OJS 3.2.1.1 http://blogs.law.harvard.edu/tech/rss 60 http://www.psppjournals.org/index.php/jerp/article/view/1091 <p style="font-weight: 400;"><em>This study describes the implementation of reflective learning logs based on Learning Outcome Design (LOD) at SMA Negeri 1 Purwokerto and explores perceived and observed developments in students’ learning. A qualitative descriptive, implementation-focused design involved three subject teachers, fifteen Grade XI students, and one principal. The six-month intervention used structured learning logs as the principal reflective tool, complemented by reflective discussions, think-pair-share, peer feedback, and portfolio review. Data were generated through observation, interviews, documentation, and focus group discussions and analyzed using Miles and Huberman’s interactive model, with source and method triangulation and member checking. Findings show implementation through outcome-oriented preparation, guided log writing, progressive scaffolding, differentiated support, and teacher facilitation. Participants and classroom evidence indicated developments in conceptual explanation, critical examination of information, metacognitive awareness, and learning autonomy. Structured reflection also helped students connect new knowledge with prior experience and evaluate progress against explicit learning outcomes. These findings represent qualitative patterns of perceived and observed development rather than evidence of causal effectiveness</em><em>.</em></p> Muhammad Faizul Husnayain, Muhammad Rizal Ansori, Rahmad Surya Hadi Saputra, Paryadi Copyright (c) 2026 Journal of Education Review Provision https://creativecommons.org/licenses/by-sa/4.0/ http://www.psppjournals.org/index.php/jerp/article/view/1091 Thu, 27 Aug 2026 00:00:00 +0000 http://www.psppjournals.org/index.php/jerp/article/view/1160 <div><em><span lang="EN-US">This study analyzes teachers' strategies for using Artificial Intelligence (AI) as an instructional medium and its implications for the character development and cultural identity of junior secondary (SMP) students in a homeschooling setting. Unlike prior studies focusing on students' direct use of AI, this study positions the teacher as the pedagogical agent mediating AI use. A qualitative single case study, grounded in an interpretive/constructivist paradigm, was conducted at Homeschooling Smart Makassar, involving three teachers as primary informants and three students and three parents as supporting informants for triangulation. Data were analyzed through data condensation, display, and conclusion drawing, with trustworthiness maintained via triangulation, member checking, and peer debriefing. Findings show that all three teachers consistently curated AI outputs before delivering them to students, indicating augmentation of the teacher's role rather than automation. AI use was associated with increased learning engagement, while its influence on academic honesty and critical thinking depended on each teacher's policy strictness. On cultural identity, findings diverged: one class showed enrichment of formal-language vocabulary, another showed increased slang use, while the family remained the primary space for maintaining local language and culture. These findings are synthesized into a Three-Layer Teacher Mediation Model (technical curation, character safeguarding, and cultural strengthening), indicating that AI's influence on character and cultural identity is shaped more by teachers' mediation strategies than by the technology itself.</span></em></div> Ahmad Farid Kadir, Rina, Astri, Haslinda Firman , Dewi Amanda, Muslin , Ermi Sola Copyright (c) 2026 Journal of Education Review Provision https://creativecommons.org/licenses/by-sa/4.0/ http://www.psppjournals.org/index.php/jerp/article/view/1160 Tue, 06 Oct 2026 00:00:00 +0000