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I Nyoman Laba Jayanta
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Journal for Lesson and Learning Studies
Published by Universitas Pendidikan Ganesha
ISSN : 26156148     EISSN : 26157330     DOI : https://doi.org/10.23887/jlls
Core Subject : Education,
Education Other
As an international, multi-disciplinary, peer-refereed journal, the scope of this journal is in learning and instruction area which provides a platform for the publication of the most advanced scientific researches in the areas of learning, development, instruction and teaching. The journal welcomes original empirical investigation. The papers may represent a variety of theoretical perspectives and different methodological approaches. They may refer to any age level, from infants to adults and to a diversity of learning and instructional settings, from laboratory experiments to field studies. The major criteria in the review and the selection process concerns the significance of the contribution to the area of learning and instruction. Instruction, learning and teaching, learning environment, teacher education, educational technology, educational development.
Arjuna Subject : Seni dan Humaniora - Seni dan Humaniora (Lain-Lain)
Articles 20 Documents
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Search results for , issue "Vol. 7 No. 3 (2024): October" : 20 Documents clear
From Face-to-Face to Face-to-Screen: Unveiling the Gaps in Student Confidence During Pandemic-Era Online Learning Sitompul, Nurmida Catherine; Nurjati, Nunung
Journal for Lesson and Learning Studies Vol. 7 No. 3 (2024): October
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jlls.v7i3.81192

Abstract

The COVID-19 pandemic posed significant challenges to educational systems, particularly in reshaping students' learning patterns. This study aims to explore the motivation, emotions, and learning behaviors of students during the first year of the pandemic. A survey approach was employed, involving 383 undergraduate students enrolled in Elementary Teacher Education programs. Data were collected using a questionnaire that assessed self-efficacy, task value, boredom, frustration, elaboration strategies, metacognitive strategies, learning satisfaction, and students’ experiences with virtual face-to-face interactions. Descriptive analysis was conducted to identify patterns and relationships among variables. The results revealed that although students employed self-regulated learning strategies, they remained uncertain about their ability to independently comprehend material without lecturers' guidance. Virtual face-to-face sessions were frequently utilized as a scaffold to ask questions and confirm their understanding of the content. These findings indicate that emergency online learning during the pandemic did not meet the standards of an ideal online learning model. Students tended to maintain conventional learning patterns, exhibited high dependency on lecturers’ guidance, and lacked confidence in their independent learning outcomes. This study concludes that structured online learning approaches are necessary to foster students' learning autonomy. Such strategies should include enhanced self-regulation training to improve confidence and the overall quality of online education in the future.
The Use of Problem-Based Learning to Improve Higher Order Thinking Skills of fifth-Grade Students Handayani, Monika; Anam, Rif'at Shafwatul
Journal for Lesson and Learning Studies Vol. 7 No. 3 (2024): October
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jlls.v7i3.81563

Abstract

Education is expected to produce graduates who can compete and have 21st-century skills. The low ranking of Indonesian students from the results of PISA and TIMMS proves that learning is still not optimal for developing Higher-Order Thinking Skills (HOTS). This study aims to determine the influence of the Problem-Based Learning (PBL) model on HOTS in science learning for grade V elementary school students. This study uses a pretest-posttest design and is a type of quasi-experimental research. The research subjects were grade V students. Cognitive problems function to measure students' (cognitive) knowledge starting from C4 (analysing), C5 (evaluating), and C6 (creating). Meanwhile, observation sheets are used to see the process of critical thinking, creative thinking, reasoning, and decision-making skills in learning activities. The data analysis technique uses descriptive analysis techniques and t-test inferential statistical analysis techniques. The findings from the test results showed that there was a significant difference between the HOTS learning outcomes given in HOTS using PBL and students who did not use PBL. In line with the test results, the findings of the observation results also show that the HOTS ability in students who use PBL is higher than the HOTS ability in students who do not use PBL. This study provides strong empirical evidence that the PBL model can be an effective strategy to improve students' HOTS abilities.
The Effectiveness of Baamboozle Game as a Learning Media for Flat Geometry in Improving Students' Problem-Solving Skills Hilda; Prasetyaningtyas, Fitria Dwi
Journal for Lesson and Learning Studies Vol. 7 No. 3 (2024): October
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jlls.v7i3.82754

Abstract

The issue of low mathematical problem-solving abilities among students requires innovative, interactive, and effective learning media. This study aims to develop and implement the Baamboozle game as a mathematical learning media for flat geometry material for fifth-grade students. The study employed the Research and Development (R&D) method with the ADDIE model, which includes five stages: analysis, design, development, implementation, and evaluation. The research subjects consisted of fifth-grade students and teachers. Data were collected through expert validation tests, student response questionnaires, and pretest and posttest assessments. Data analysis was performed descriptively and inferentially to assess the media's feasibility and effectiveness. The results showed that the Baamboozle game was highly feasible for use in learning, based on expert validation with high scores and positive student feedback. Moreover, the use of this game significantly improved students' mathematical problem-solving abilities, as evidenced by the significant increase in posttest scores compared to pretest scores, with a significance level of < 0.001. The conclusion of this study is that the Baamboozle game is effective as a mathematical learning media, particularly for flat geometry material, in enhancing students' problem-solving abilities.
Mapping the Trends of Inquiry-Based Learning Research in Elementary Science Education: A Bibliometric Analysis Awinda, Wina; Rohmani; Mahendra, Yasinta; Junaidi
Journal for Lesson and Learning Studies Vol. 7 No. 3 (2024): October
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jlls.v7i3.83107

Abstract

Inquiry-based learning in science education at the elementary level holds significant potential to enhance teaching quality, yet its developmental trends remain insufficiently mapped. This article aims to analyze the research trends of inquiry-based learning in elementary science education using a bibliometric approach. The study was conducted through four stages of analysis: identification, screening, eligibility, and inclusion. Data were retrieved from the Scopus database using the keywords “inquiry-based learning,” “science,” and “elementary school,” yielding 43 selected documents from 2014 to 2023, all in English. The analysis reveals three key terms that frequently appear in these studies: “inquiry-based learning” (22 occurrences, link strength 76), “students” (14 occurrences, link strength 76, links 35), and “elementary school” (7 occurrences, link strength 37). The highest number of publications was recorded in 2023 with eight documents, while the lowest numbers occurred in 2017 and 2021, with only one document each. The study concludes that inquiry-based learning approaches in elementary science education have received limited attention from international researchers. Thus, further studies are needed to expand the scope of this topic and enhance its contributions to primary education.
Application of the Problem Based Learning Model: Efforts to Improve Student Learning Outcomes Mazrur; Surawan; Sarifah, Siti
Journal for Lesson and Learning Studies Vol. 7 No. 3 (2024): October
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jlls.v7i3.83783

Abstract

The primary issue addressed in this study is the need for effective teaching strategies to enhance student learning outcomes, particularly in Fiqh subjects at madrasahs. This study aims to examine the effectiveness of implementing the Problem-Based Learning (PBL) model within the Merdeka Curriculum to improve student learning outcomes in madrasahs. The research employed a quantitative method, with participants comprising Fiqh teachers at Islamic Senior High Schools (MAN) and 10th-grade students in the religious studies program. Data were collected through observation, questionnaires, interviews, and documentation. Data analysis was conducted using data reduction, data presentation, and conclusion drawing techniques. The findings reveal that the application of the PBL model effectively enhances student learning outcomes. This is evidenced by the comparison of pre-test and post-test results. At the first MAN, the average pre-test score of 74.8% increased to 88.2% in the post-test, showing an improvement of 13.4%. Similarly, at the second MAN, the average pre-test score of 75.2% rose to 87.5% in the post-test, with an improvement of 12.3%. This study concludes that the Problem-Based Learning model is effective in enhancing Fiqh learning outcomes among 10th-grade students in Islamic Senior High Schools, while also contributing positively to the implementation of the Merdeka Curriculum.
Exploring Teachers' Awareness of Transformative Learning and Its Impact on Teaching Practices Mulyadi, Dadi; Amelia, Della; Emilzoli, Mario; Nurrohman, Mohammad Nazwan; Firly, Shabran Ghazi Nabil
Journal for Lesson and Learning Studies Vol. 7 No. 3 (2024): October
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jlls.v7i3.84149

Abstract

The lack of teachers' understanding of transformative learning principles poses a major challenge in fostering innovative, student-centered learning. This study aims to compare teachers' levels of understanding of transformative learning principles across specific categories and examine the correlation between their understanding and teaching practices. The study employs a quantitative approach with exploratory descriptive and correlational methods. The sample consisted of 103 junior and senior high school teachers, randomly selected, comprising 50 females and 53 males. Data were collected through an online survey using a structured questionnaire with 46 questions. Data analysis was conducted using descriptive and inferential statistical techniques. The results revealed that the majority of teachers demonstrated low to moderate levels of understanding of transformative learning principles. Teachers with greater understanding tended to implement transformative approaches more frequently in their teaching practices. However, no significant differences were found based on gender, age group, or teaching experience. The study concludes that intensive and continuous professional development programs are needed to enhance teachers' understanding and skills in applying transformative learning. These programs should include conceptual training, reflective practices, and collaborative support to facilitate classroom implementation.
Evaluating the Impact of the DECIDE Model on Decision-Making Skills in Elementary Teacher Education Students in Indonesia Salimi, Moh; Hidayah, Ratna; Suhartono; Susiani, Tri Saptuti; Wahyono; Wahyudi, Achmad Basari Eko; Fajari, Laksmi Evasufi Widi
Journal for Lesson and Learning Studies Vol. 7 No. 3 (2024): October
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jlls.v7i3.84231

Abstract

The low level of decision-making skills among students poses a significant challenge in elementary teacher education programs. This study aims to evaluate decision-making skills using the DECIDE model among elementary teacher education students in Indonesia. The research employed a qualitative method with a case study design. The participants consisted of 70 students selected through purposive sampling. Data were collected using open-ended essay tests and non-test techniques, including participant observation and in-depth interviews. The results indicated that students' decision-making skills could be evaluated through the six stages of the DECIDE model: Define the Problem, demonstrated by the ability to define the problem and identify the main aspects requiring resolution; Establish the Criteria, reflected in the ability to establish relevant and objective criteria for evaluating potential solutions; Consider all the Alternatives, shown by the ability to assess all alternatives along with their advantages and disadvantages; Identify the Best Alternative, characterized by the ability to identify the best alternative based on the established criteria; Develop and Implement a Plan of Action, shown through the development of a structured action plan; and Evaluate and Monitor the Solution, demonstrated by continuous evaluation of the implemented solution. This study concluded that elementary teacher education students in Indonesia exhibit good decision-making skills based on the DECIDE model.
The Interconnected Influence of Internal Factors on Physical Education, Sports, and Health Learning Outcomes Welis, Wilda; Gusfiani, Amelia; Komaini, Anton; Zulbahri; Effendi, Rully
Journal for Lesson and Learning Studies Vol. 7 No. 3 (2024): October
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jlls.v7i3.84471

Abstract

The primary issue addressed in this study is the low academic performance in Physical Education, Sports, and Health (PJOK) among students, influenced by various internal factors, such as physical fitness, breakfast habits, and self-confidence. This research aims to examine the effects of physical fitness, breakfast habits, and self-confidence on PJOK learning outcomes. The study employed a quantitative method with a path analysis approach. The sample was selected using Simple Random Sampling from a population of 176 students, resulting in 60 students as participants. Data were collected using the National Student Fitness Test (TKPN) to assess physical fitness, a food recall questionnaire for breakfast habits, a self-confidence questionnaire, and report card scores for learning outcomes. The findings reveal that physical fitness has a significant direct effect on PJOK learning outcomes, contributing 18.92%. Breakfast habits also have a significant direct effect, contributing 0.27%. Self-confidence contributes a direct effect of 31.08%. Additionally, there is an indirect effect of physical fitness on learning outcomes through self-confidence, contributing 88.6%, and an indirect effect of breakfast habits on learning outcomes through self-confidence, contributing 0.68%. Collectively, physical fitness, breakfast habits, and self-confidence contribute a total of 82.70% to PJOK learning outcomes. The conclusion of this study emphasizes that these three variables play a vital role in improving students' PJOK learning outcomes, both directly and indirectly through enhanced self-confidence.
Mobile Seamless Learning to Mitigate Negative Effects in Gamification of Learning Qolbi, Muhammad Syifa'ul; Soepriyanto , Yerry; Ulfa, Saida
Journal for Lesson and Learning Studies Vol. 7 No. 3 (2024): October
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jlls.v7i3.85359

Abstract

Low student engagement in learning and the potential negative impacts of gamification in education are significant challenges in developing innovative learning media. This study aims to develop Mobile Seamless Learning that effectively integrates gamification elements to enhance student engagement while minimizing potential drawbacks. The research employed a development research design using the Alessi & Trollip model, which includes three main phases: planning, design, and development. The study participants consisted of 121 students from an educational technology program, selected to evaluate the application's effectiveness. Data were collected using questionnaires, and analyses were conducted using both qualitative and quantitative descriptive approaches to assess user perceptions and feedback. The findings indicate that the application received positive perceptions from students, particularly in terms of usability, ease of use, and learning experience. User feedback highlighted the application’s benefits in improving accessibility, tracking learning performance, motivating students, and supporting seamless cross-device learning. Furthermore, the application successfully created engaging and effective learning experiences, focusing on mitigating risks associated with excessive gamification elements. The study concludes that the developed Mobile Seamless Learning not only enhances student engagement but also adds value by supporting continuous learning processes, making it a suitable and innovative technology-based learning medium in the digital era.
The Upright Project's Effectiveness in Preventing Adolescents Bullying in Schools Nasution, Riska Amalya; Meinarisa; Nurlinawati; Falani, Ilham
Journal for Lesson and Learning Studies Vol. 7 No. 3 (2024): October
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jlls.v7i3.86300

Abstract

The underlying issue of this research is the high prevalence of bullying among adolescents, which adversely affects their mental health, social well-being, and academic development. This study aims to evaluate the effectiveness of the Upright Project as a preventive measure against bullying in school-aged adolescents. A quantitative approach was employed with a quasi-experimental design, specifically a quasi-experimental pre-posttest with control group, to measure changes in bullying behavior and student resilience levels before and after program implementation. The sample consisted of 113 students aged 12 to 18, identified as a vulnerable group to bullying experiences. Bullying victimization levels were assessed using a questionnaire, and data were analyzed using univariate and bivariate techniques with Wilcoxon and Mann-Whitney tests. The findings revealed that the implementation of the Upright Project significantly reduced reported cases of bullying. Additionally, there was an improvement in students' resilience in coping with adversity. Posttest analysis indicated significant differences between the intervention and control groups, with the intervention group demonstrating the program's effectiveness. This study concludes that the Upright Project is an effective intervention for reducing bullying behavior and enhancing student resilience. These findings highlight the importance of implementing similar intervention-based programs to create safer school environments that support adolescent development.

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