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All Journal Indonesian Values and Character Education Journal Indonesian Journal Of Educational Research and Review
Muryanto, Rusdiono
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Education

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A Scoping Literature Review about Impact of Lesson Study on Teacher Pedagogy: Effective Solutions in Learning Practices Aryanti; Hikamudin, Eviana; Muryanto, Rusdiono; Peniasiania, Dian; Heryani, Rina
Indonesian Journal of Educational Research and Review Vol. 7 No. 2 (2024): July 2024
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijerr.v7i2.78838

Abstract

Lesson Study has been recognized as an effective solution in teachers' pedagogical development, focusing on collaboration, reflection, and continuous improvement in teaching practices. Meanwhile, teacher pedagogy is a crucial element in the learning process that directly impacts student achievement or learning outcomes. Through a scoping literature review using the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) approach, this research aims to explores the impact of Lesson Study on teacher pedagogy, identifying its impacts, challenges faced, and opportunities that exist in the last decade for future research and educational practice. Article data were obtained from the Scopus (n=117) and ERIC (n=7) databases, then through a screening and eligibility process, 16 articles were selected for further analysis. This Scoping Literature Review focuses on the trends in Lesson Study research, factors influencing teacher pedagogy through Lesson Study, and its effects on student achievement. The literature results show that the United Kingdom is dominant in applying Lesson Study, high school-level implementation is prevalent, and mathematics is the main subject area. Furthermore, two main categories of factors influencing teacher pedagogy through Lesson Study were identified: Collaborative Strategies and Strategic Planning. Further findings reveal that Lesson Study not only enhances students' conceptual understanding and learning outcomes but also boosts their confidence and mathematical thinking abilities. The conclusion of this research affirms the critical role of Lesson Study in the professional development of teachers, promoting significant collaboration and strategic planning to improve the overall quality of education.
Positive Discipline and Class Agreements: An Effective Approach to Enhancing Character and Moral Values in Elementary School Students Prihatiningsih; Maryani, Enok; Muryanto, Rusdiono
Indonesian Values and Character Education Journal Vol. 7 No. 2 (2024): October
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ivcej.v7i2.80342

Abstract

The development of moral values in fifth-grade elementary school students requires a positive discipline approach to enhance their discipline and moral attitudes. This study aims to analyze the effectiveness of implementing positive discipline through class agreements in the development of students' moral values. The research method employed is descriptive with a qualitative approach. The sample consists of 26 fifth-grade students from class V-A, with data collection techniques including observation and interviews. Data analysis was carried out using the Miles and Huberman method, which includes data reduction, data presentation, and drawing conclusions. The results show that 44% of students believe that class agreements play a role in shaping the moral value of discipline, 54% of students consider the consequences applied in the class agreements to be moderate, 50% of students did not repeat the same violations, and 88% of students feel that class agreements influenced changes in their moral values or attitudes. These findings are supported by observation results conducted at various stages of implementing class agreements, from identification to follow-up. Based on these results, it can be concluded that the implementation of class agreements is effective in influencing the development of moral values in fifth-grade elementary school students.
Co-Authors Aryanti Dian Peniasiani Enok Maryani Eviana Hikamudin Heryani, Rina Prihatiningsih