Reflection Talk as an Enrichment Strategy for Educational Quality Improvement in an Islamic Boarding School

This study examines the effectiveness of a Reflection Talk–based enrichment program in improving educational quality management at an Islamic boarding school. Using a convergent mixed-methods design, the study involved 30 teachers at Al-Azhar Asy-Syarif Islamic Boarding School, Medan. Quantitative data were collected through pre- and post-intervention questionnaires and analyzed using paired-sample analysis, while qualitative data were obtained from interviews, observations, and reflection logs and analyzed thematically. The findings reveal statistically significant improvements across all reflective practice indicators (t = 8.97–10.21, p < 0.001), including structured reflection, student participation, collaborative reflection, and teacher reflective awareness, with increases ranging from 40% to 45%. Qualitative results indicate enhanced dialogic interaction, strengthened collaborative learning, and integration of reflection into institutional decision-making. These findings demonstrate that structured reflective dialogue functions not only as an instructional strategy.