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All Journal Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education) Jurnal Pendidikan Progresif
Qumilaila, Qumilaila
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Education

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Environmental Education Lesson Study: A Practical Analysis in Science Learning and Its Impact on Students’ Environmental Attitudes Herlanti, Yanti; Fadlillah, Dina Rahma; Fadilah, Eva; Qumilaila, Qumilaila; Nobira, Shinji
Jurnal Pendidikan Progresif Vol 14, No 3 (2024): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

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Abstract

Environmental Education Lesson Study: A Practical Analysis of Science Learning and Its Impact on Students' Environmental Attitudes. Objective: This study aimed to examine the implementation of an environmental education (EE) lesson study conducted by science teachers and to analyse its influence on students' environmental attitudes. Method: The methodology of research utilised a comprehensive approach that combined qualitative and quantitative from direct observations of the lesson study implementation in schools in the Serpong District from August 2023 to February 2024, a focused discussion group with six teachers, and environmental attitude online questionnaires with 406 students voluntarily participating in this survey.  Finding: The findings indicate that the environmental education lesson study employs a framework of independent practice and open participation. While the planning and doing phases are managed independently by teachers from model schools, the observation and discussion phases actively involve educators from various schools, facilitating participation in hybrid formats. The students' environmental attitudes are not influenced by the activities of teachers within the lesson study. Instead, the type of school attended plays a critical role in shaping environmental attitudes. Students from eco-schools and those who prioritise environmental education as a distinct subject demonstrate considerably more positive environmental attitudes than those from institutions integrating environmental issues within their science learning. Conclusion: The environmental education lesson study has enhanced students' environmental attitudes. However, there is a need for a specific and holistic approach to environmental education to foster positive environmental attitudes among students effectively. Keywords: attitude, environmental, education, lesson study, science learning.DOI: http://dx.doi.org/10.23960/jpp.v14.i3.2024134
Using Lesson Study Model on Biology Microteaching for Improving Technology Pedagogy Content Islamic Knowledge Herlanti*, Yanti; Fadlilah, Dina Rahma; Nobira, Shinji; Qumilaila, Qumilaila
Jurnal Pendidikan Sains Indonesia Vol 12, No 2 (2024): APRIL 2024
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v12i2.36537

Abstract

Microteaching is one of the crucial subjects to equip prospective teachers with technology pedagogy and content knowledge (TPCAK). In Islamic higher education institutions, TPACK is expanded to include technology pedagogy content islamic knowledge (TPCIK). This study explored the impact of the application of lesson study on micro-teaching on the ability of TPCIK from the aspect of cognitive knowledge, metacognitive attitude, and skills. The research method used a quasi-experimental non-equivalent control group. The research sample was Biology Education students who took micro-teaching courses, 19 in the control and 22 in the experimental classes. The instrument for measuring TPCIK used a test for assessing cognitive knowledge, self-assessment for assessing metacognitive attitude, and observation for assessing teaching skills. The results showed that TPCIK skills were seen from the self-assessment and observation results with a good average (value of more than 70), and there was no significant difference between the control and experimental groups. The result of the cognitive test is low, the average is less than 60, and there are differences between the control and experimental groups; in terms of knowledge, the group of students who applied the lesson study model is significantly better than the group using the conventional approach
Co-Authors Fadilah, Eva Fadlilah, Dina Rahma Fadlillah, Dina Rahma Herlanti*, Yanti Nobira, Shinji Yanti Herlanti