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p-Index From 2021 - 2026
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All Journal Numeracy : Jurnal Ilmiah Pendidikan Matematika JESS (Journal of Education on Social Science)
Fitriati Fitriati
Universitas Bina Bangsa Getsempena
Humanities Education Environmental Science Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences

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A Comfortable Learning Climate as an Effort to Improve instruction quality and students’ Learning Outcomes: Case Study in Elementary School Banda Aceh Susianti Susianti; Rahmattullah Rahmattullah; Fitriati Fitriati
Journal of Education on Social Science (JESS) Vol 10 No 1 (2026): Public Service and Governance
Publisher : Faculty of Social Science, Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jess.v10i1.639

Abstract

A comfortable learning climate plays a crucial role in improving the quality of instruction and students’ learning outcomes in elementary schools. This study aims to analyze how a supportive, safe, and engaging learning environment contributes to instructional quality and enhances students’ academic achievement. Employing a qualitative case study approach, the research was conducted at an elementary school in Banda Aceh. Data were collected through classroom observations, in-depth interviews with teachers and school principals, and analysis of instructional documents. The findings indicate that a comfortable learning climate characterized by positive teacher–student interactions, inclusive classroom management, adequate learning facilities, and emotional support significantly improves teachers’ instructional practices and students’ learning motivation. Furthermore, students demonstrated higher participation, better understanding of learning materials, and improved learning outcomes. The study concludes that creating a comfortable learning climate is a strategic effort to enhance instructional quality and optimize students’ learning outcomes in elementary education. These findings provide practical implications for teachers and school leaders in designing learning environments that support effective and meaningful learning.
WHAT KNOWLEDGE DO MATHEMATICS TEACHERS DEVELOP DURING THE LESSON STUDY PRACTICE? A CASE STUDY FROM SECONDARY SCHOOL Aini Haziah Binti Amirullah; Fitriati Fitriati; Roslinda Rosli
Jurnal Numeracy Vol 12 No 2 (2025)
Publisher : Program Studi Pendidikan Matematika, Universitas Bina Bangsa Getsempena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46244/numeracy.v12i2.3151

Abstract

Understanding what knowledge mathematics teachers develop during lesson study is crucial for improving teaching practices and student learning outcomes. Despite widespread use of lesson study as a professional development approach, limited research has explored the specific types of teacher knowledge that emerge through this collaborative process, especially in secondary education contexts. This study explores the types of knowledge developed by mathematics teachers during the implementation of Lesson Study. Using a qualitative case study design, data were collected from three Lesson Study cycles involving four junior secondary school mathematics teachers. Data sources included classroom observations, video recordings of planning and reflection sessions, and teaching documents. Transcript-based lesson analysis was employed to examine changes in teachers’ knowledge across three key domains: mathematical content knowledge, pedagogical content knowledge (PCK), and awareness of student thinking. Findings indicate that participation in Lesson Study encouraged deeper conceptual understanding, more deliberate instructional decisions, and greater sensitivity to students’ learning processes and misconceptions. These outcomes highlight the transformative potential of Lesson Study in fostering collaborative, practice-based professional growth. The study concludes by recommending the strengthening of school–university partnerships and the institutionalization of Lesson Study as an effective and context-responsive approach to mathematics teacher development in Indonesia.
Co-Authors Aini Haziah Binti Amirullah Rahmattullah, Rahmattullah Roslinda Rosli Susianti Susianti