Journal for Lesson and Learning Studies
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.
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<![CDATA[Bringing History to Life: Teaching Materials for the Merdeka Curriculum ]]>
<![CDATA[Alim Septyawan]]>;
<![CDATA[Anwar Senen]]>
<![CDATA[ Journal for Lesson and Learning Studies Vol. 8 No. 2 (2025): July ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jlls.v8i2.81955
<![CDATA[Social studies learning in elementary schools often faces challenges because instructional materials tend to be abstract and lack relevance to students’ daily experiences. This condition reduces student engagement and results in suboptimal learning outcomes. This study aimed to analyze and develop contextual social studies teaching materials that enhance student engagement and deepen conceptual understanding at the elementary level. The research employed the ADDIE development model and involved 115 fourth-grade students, two content experts, one media expert, and one instrument expert. Data were collected through observation, interviews, and questionnaires and analyzed using both qualitative and quantitative descriptive techniques. The findings revealed that the materials were rated as highly valid by content experts (4.28 out of 5) and valid by media experts (3.83 out of 5). Student responses also indicated a very good category with an average of 3.42 out of 4. These results confirm that contextual-based teaching materials are not only valid and effective but also transformative in fostering engagement and cultural appreciation among students. The implications highlight the importance of integrating contextual approaches into the Merdeka Curriculum to provide meaningful learning experiences.]]>
<![CDATA[Growth Mindset Profiles of Elementary School Teachers with Inclusive Students: An Analysis by Professional Status, Age, and Gender ]]>
<![CDATA[Wida Wati, Ni Luh Sri]]>;
<![CDATA[Putu Nanci Riastini]]>;
<![CDATA[Basilius Redan Werang]]>
<![CDATA[ Journal for Lesson and Learning Studies Vol. 8 No. 2 (2025): July ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jlls.v8i2.91366
<![CDATA[Many inclusive elementary school teachers still have a fixed mindset, which can hinder the development of students with special needs. This mindset results in low expectations of students’ abilities and the implementation of less flexible teaching methods. Teachers with a growth mindset are more capable of creating a supportive learning environment that fosters students' potential. This study aims to identify the growth mindset profile of elementary school teachers based on professional status, age, and gender. A descriptive quantitative method was used, involving 51 teachers as respondents. Data were collected using a Likert-scale questionnaire adapted from Carol Dweck’s Mindset Quiz and analysed using descriptive statistics. Results showed that 72.55% of teachers had a growth mindset with some fixed ideas, 17.65% had a strong growth mindset, and 9.80% exhibited a fixed mindset. Certified teachers and those aged 36–45 tended to have a stronger growth mindset, while younger teachers were more likely to have a fixed mindset. This study highlights the need for training and mentoring programs to strengthen teachers’ growth mindsets in supporting more effective inclusive education.]]>
<![CDATA[PENERAPAN MEDIA GAME KAHOOT TERHADAP HASIL BELAJAR MATEMATIKA DiSEKOLAH DASAR: SYSTEMATIC LITERATURE REVIEW ]]>
<![CDATA[Pratiwi Nawawi, Widya]]>;
<![CDATA[Berta Apriza]]>;
<![CDATA[Purna Bayu Nugroho]]>
<![CDATA[ Journal for Lesson and Learning Studies Vol. 8 No. 2 (2025): July ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jlls.v8i2.92261
<![CDATA[Many students experience difficulties and show low interest in learning mathematics. One possible solution to enhance students’ motivation and engagement is the use of interactive quiz-based game media such as Kahoot. This study aims to analyze the effectiveness of Kahoot in improving elementary school students’ mathematics learning outcomes. The method employed is a systematic literature review by examining scholarly articles published between 2020 and 2024, obtained through Google Scholar searches. From a total of 18,700 articles identified, a screening process based on inclusion criteria was conducted, resulting in 10 articles selected for review. Data were analyzed using a descriptive qualitative approach. The findings indicate that Kahoot is effective in strengthening the understanding of basic mathematical concepts and increasing students’ learning motivation. However, several limitations were identified, including unequal access to technology and students’ tendency to focus more on competition rather than comprehension of the material. Overall, the implementation of Kahoot creates enjoyable and interactive learning experiences, contributing positively to the improvement of mathematics learning outcomes. The implications of this study highlight that integrating interactive digital media into the learning process can enrich teaching strategies, although challenges related to technology access need to be addressed in future implementations.]]>
<![CDATA[The Use of the Rasch Model to Analyze Misconceptions on the Topic of Integer Numbers ]]>
<![CDATA[Jeranah]]>;
<![CDATA[Nisraeni]]>;
<![CDATA[Rezki Novianti]]>;
<![CDATA[Nuril Huda]]>;
<![CDATA[Asdar Ahmad]]>
<![CDATA[ Journal for Lesson and Learning Studies Vol. 8 No. 2 (2025): July ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jlls.v8i2.92333
<![CDATA[Students still experience difficulties and many misconceptions about mathematical concepts, especially integer operations. The urgency of the research is based on the fact that these misconceptions can affect the development of students' understanding in mathematics. The aim is to identify and analyse students' errors and misconceptions using the Rasch Model. The research method used is quantitative with a survey approach, with respondents of 675 elementary and high school students in Makassar. Data were collected through instruments, multiple-choice questions arranged according to mathematics curriculum standards, then analysed using the Rasch Model to identify the type of misconception and the level of difficulty of the questions. The results show that the main misconceptions are related to the understanding of negative symbols and the concept of numerical balance. These findings indicate the need to develop more comprehensive diagnostic instruments and improve teacher training in integer learning. In conclusion, the use of the Rasch Model has proven effective in identifying misconceptions and can be the basis for developing learning strategies. The implications of the research support teacher training and methods for learning mathematical concepts.]]>
<![CDATA[Permainan Coding untuk Menstimulasi Kemampuan Berpikir Komputasional Anak Usia Dini : Tinjauan Pustaka ]]>
<![CDATA[Hardiyanti, Widya Dwi]]>;
<![CDATA[Prayitno]]>;
<![CDATA[Martha Christianti]]>;
<![CDATA[Aprilia Rambe]]>;
<![CDATA[Ulfiyani]]>
<![CDATA[ Journal for Lesson and Learning Studies Vol. 8 No. 2 (2025): July ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jlls.v8i2.92569
<![CDATA[Many teachers in kindergarten do not know how to stimulate early childhood computational thinking ability. One way to stimulate early childhood computational thinking ability is through coding games, either using digital device media or without digital device media. This article aims to analyze the types of coding games as a medium that can help stimulate early childhood computational thinking ability. The method used is a systematic literature review using descriptive qualitative data analysis to analyze relevant previous studies. This study examined 40 articles on coding games to stimulate early childhood computational thinking ability in various international journals between 2020 and 2025. The results of the analysis of theoretical studies show that coding games can stimulate early childhood computational thinking ability. This is because coding games involve children getting used to thinking logically, being structured, processing tasks systematically, and solving problems by developing the right solutions. The implications of this study can provide an overview of the types of coding games that can be implemented or practiced by teachers to stimulate early childhood computational thinking ability, by adjusting facilities in schools can use digital media or without digital media.]]>
<![CDATA[Effectiveness of Trainer-Kit in the Learning Process in Vocational Education ]]>
<![CDATA[Effendi, Hansi]]>;
<![CDATA[Oktageri, Deris]]>;
<![CDATA[Setyawan, Herlin]]>;
<![CDATA[Aulia, Wiwinda]]>
<![CDATA[ Journal for Lesson and Learning Studies Vol. 8 No. 2 (2025): July ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jlls.v8i2.92579
<![CDATA[Vocational learning processes are still dominated by one-way and theoretical teaching, thereby limiting the development of practical competencies and impacting learning outcomes. Trainer kits are used as learning media to support practice and reduce the abstraction of technical concepts. However, previous research findings on their effectiveness have been inconsistent due to contextual limitations, small samples, and variations in research design. This study aims to analyze comprehensively the effectiveness of trainer kit implementation in vocational education through a meta-analysis approach. A total of 436 articles were initially screened from Scopus and Google Scholar databases, and 22 eligible studies involving 24 independent samples were selected based on inclusion criteria. Data analysis employed the random-effects Hedges’ model with the PRISMA procedure, focusing on effect sizes derived from post-test results of experimental and control groups. The meta-analysis revealed an average effect size of 2.44, categorized as large, confirming the significant positive impact of trainer kits on cognitive, psychomotor, and affective learning domains. The findings demonstrate that trainer kits not only improve academic achievement but also enhance learning motivation and creative thinking skills. This study concludes that trainer kits are highly effective instructional media in vocational education and emphasizes the importance of their systematic integration into teaching practices. The results provide evidence-based implications for educators and policymakers to design innovative learning strategies and develop vocational curricula aligned with industry demands and 21st-century skills. ]]>
<![CDATA[Using Powtoon Educational Videos to Enhance Interactive IPAS Learning ]]>
<![CDATA[Oktoberiansyah]]>;
<![CDATA[Siti Dewi Maharani]]>;
<![CDATA[Syarifuddin]]>
<![CDATA[ Journal for Lesson and Learning Studies Vol. 8 No. 2 (2025): July ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jlls.v8i2.92696
<![CDATA[Less interactive learning activities and teachers having difficulty developing interactive learning media have an impact on students' low mastery of concepts. This study aims to develop and implement educational video media based on Powtoon in learning the subject of Natural and Social Sciences (IPAS) for grade IV of elementary school with the aim of improving students' understanding of the material "Plant Body Parts". This study uses a research and development (R&D) approach with the ADDIE (Analysis, Design, Development, Implementation, Evaluation) model. The subjects of the study were design experts, media experts, and language experts. The trial subjects were Thirty-One (31) grade IV students in elementary school. The methods used in collecting data were observations, interviews, questionnaires, and tests. The data collection instruments used questionnaire sheets and test questions. The techniques used to analyze the data were qualitative and quantitative, and an assessment of 4.83. Language validation with an assessment result of 4.44, which was included in the very valid category. The N-gain of 0.77 shows a high category, indicating that Powtoon-based animated learning videos can significantly improve student learning outcomes. It is concluded that Powtoon-based learning media is efficacious in improving the understanding and learning outcomes of grade IV students in elementary school. The implication of this research is that the Powtoon-based educational video media developed is suitable for use in learning.]]>
<![CDATA[Analysis of the Effectiveness of Using Problem Based Learning (PBL) Model in Social Studies Learning in Elementary School: A Systematic Literature Review ]]>
<![CDATA[Sari, Novita]]>;
<![CDATA[Elizar]]>;
<![CDATA[Sumarno]]>
<![CDATA[ Journal for Lesson and Learning Studies Vol. 8 No. 2 (2025): July ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jlls.v8i2.92709
<![CDATA[The Problem-Based Learning (PBL) model is a teaching method that focuses on solving real-life problems to enhance students’ engagement and understanding in the learning process. In elementary social studies learning, PBL is implemented to develop students’ critical thinking, analytical, and collaborative skills. This study aims to evaluate the effectiveness of the PBL model in elementary social studies learning using a Systematic Literature Review (SLR) approach. The SLR method was employed to collect and analyze relevant studies published between 2019 and 2024. From 101,000 articles identified, nine key studies were screened and analyzed in depth through the stages of identification, screening, eligibility, inclusion, and data synthesis. The findings reveal that implementing the PBL model in social studies learning significantly improves students’ conceptual understanding, motivation, learning outcomes, and critical thinking skills. Moreover, this model encourages active participation and helps students comprehend social studies concepts in more authentic contexts. The results imply the need for systematic integration of PBL in elementary social studies learning to foster active engagement and higher-order thinking skills. Teachers are encouraged to enhance their competence in designing contextual problem-based scenarios, while policymakers should support professional development related to innovative learning models such as PBL. Furthermore, this study provides a foundation for future research exploring the effectiveness of PBL in developing students’ 21st-century skills and social character.]]>
<![CDATA[The Use of Digital Media to Improve Reading Skills in Indonesian Language Learning in Elementary Schools: A Literature Review ]]>
<![CDATA[Maryati Rina Sari]]>;
<![CDATA[Yasinta Mahendra]]>
<![CDATA[ Journal for Lesson and Learning Studies Vol. 8 No. 2 (2025): July ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jlls.v8i2.92970
<![CDATA[Indonesian language learning in elementary schools still faces various challenges, particularly low student interest in reading. This problem is exacerbated by teaching methods that tend to be monotonous and lack innovation, thereby hindering the comprehensive development of language skills. In fact, reading skills are a key foundation in the educational process, but many students are unable to achieve optimal development due to these limitations. In this context, digital media offers a promising solution by providing interactive and engaging features that can boost students' motivation and reading abilities.The purpose of this study is to identify and analyze the effectiveness of the use of digital media in improving reading skills in Indonesian learning in elementary schools through a comprehensive literature review approach. This study uses the Literature review method with the PRISMA approach. The results of the study show a consistent trend of increasing article publication from 2020 to 2024, which indicates a growing interest in research on the use of digital media in improving reading skills in elementary schools. Therefore, it can be concluded that the use of digital media has proven to be effective in improving the reading skills of elementary school students in learning Indonesian, with various types of media and methods that have a positive impact. However, further research is needed to explore the contextual and long-term aspects that affect the effectiveness of digital media, as well as develop practical guidelines for teachers and media developers to optimize their use in learning.]]>
<![CDATA[Facing Educational Challenges in the Era of Technology and Strategies for 21st-Century Learning Design ]]>
<![CDATA[Rosmiati]]>
<![CDATA[ Journal for Lesson and Learning Studies Vol. 8 No. 2 (2025): July ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jlls.v8i2.93187
<![CDATA[In this 21st century, there is a lack of learning design in schools related to technology. A strategy is needed to face the challenges of the ever-growing technological era. The urgency of this research is because many students are not ready to face technology-based learning, so the purpose of this study is to evaluate holistically, strategies, social and collaborative skills of students. The research method used is quantitative with a survey type. The research population is high school students, with a sample of 560 students taken using the stratified random sampling method from five schools. The data collection technique was carried out by distributing surveys using the Google Forms link. The data analysis technique with descriptive statistics assisted by SPSS Version 29.0 and paired t-test. The results found that technology-based learning design was able to increase student motivation and engagement. The conclusion of this study is that the transformation of 21st century learning design is a must before learning is carried out with a design that equips students to be ready to face global challenges. Implications, encourage educators to be more active in implementing innovative learning method designs.]]>
