ENHANCING INFERENTIAL SKILLS THROUGH REFLECTIVE JOURNALS IN HIGHER EDUCATION
DOI:
https://doi.org/10.5281/Keywords:
Reflective journals, inferential skills, higher education, metacognition, self-regulated learning, analytical thinking, cognitive development, reflective practice, problem-solving strategies, pedagogical tools.Abstract
Reflective practices have emerged as a central strategy in cultivating inferential thinking among students in higher education, fostering the ability to analyze information, draw reasoned conclusions, and engage in critical reasoning. This study investigates the use of reflective journals as a pedagogical tool to enhance inferential skills, emphasizing their role in promoting metacognitive awareness, self-regulated learning, and analytical problem-solving. Through systematic engagement with reflective writing exercises, students document experiences, evaluate reasoning processes, and iteratively refine cognitive strategies, facilitating deeper understanding and reasoning transfer. The study synthesizes insights from cognitive psychology, educational research, and reflective learning theory to explore the mechanisms through which reflective journals mediate inferential skill development.
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