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.
Articles
548 Documents
<![CDATA[Google Classroom-Based Literacy Training E-Modules to Improve Teachers' Ability to Implement the School Literacy Movement ]]>
<![CDATA[Hikinda, Fransina]]>;
<![CDATA[Satyawati, Sophia Tri]]>;
<![CDATA[Waruwu, Marinu]]>
<![CDATA[ Journal for Lesson and Learning Studies Vol. 7 No. 1 (2024): April ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jlls.v7i1.70571
<![CDATA[Effective management of the School Literacy Movement (GLS) can create a literate culture of school members and improve students' literacy skills. However, in reality, the implementation of GLS in schools cannot be carried out according to the objectives of GLS because of the obstacles faced by teachers. One of them is that teachers do not understand the stages and technical implementation of GLS well. This development research aims to develop a Google Classroom-based GLS management training module for junior high school teachers. This type of research is Research and Development (RND) research using the ADDIE model approach. The subjects in this study consisted of material expert validators, ICT experts, principals and teachers. Data collection techniques were carried out using interviews, observations, documentation studies, questionnaires and tests. Data analysis techniques were carried out using mixed methods. Qualitative data was analyzed using the Milles and Huberman model and quantitative data was analyzed using descriptive quantitative and T-test. The product of this research is the Google Classroom-based literacy training E-module. The results of product testing by expert validation and prospective users in the module product trial were in the category of feasible and effective for use in GLS management training. Through this training module, it is expected that teachers can learn and utilize it as a guide in carrying out GLS activities that are more varied and have an impact on improving students' literacy competencies.]]>
<![CDATA[New Design of Interactive Academic Supervision using the Waterfall Method to Improve Teachers' Pedagogical Competence ]]>
<![CDATA[Pramita, Septiana]]>;
<![CDATA[Satyawati, Sophia Tri]]>;
<![CDATA[Wahyudi]]>
<![CDATA[ Journal for Lesson and Learning Studies Vol. 7 No. 1 (2024): April ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jlls.v7i1.70930
<![CDATA[One strategy for increasing a teacher's pedagogical competence is through academic supervision. However, its implementation has experienced many obstacles, so it has yet to improve teachers' pedagogical competence successfully. This research aims to develop a new design for interactive academic supervision using the waterfall method to improve teacher pedagogical competence. This type of research is Research and Development (R&D) using the ADDIE model with a Mixed Method (sequential exploratory) approach. Research subjects included school principals, deputy principals for curriculum, and teachers. Data collection techniques were done through interviews, documentation studies, observation, FDG, and questionnaires. The data collection instrument is a questionnaire. The data analysis techniques used in this research are qualitative descriptive analysis and quantitative descriptive analysis. The research results produce a waterfall-based academic supervision model and guide called SUPER WATER. Product validation results by supervision experts were 88%, and IT experts were 94% in the very high category. The test results by the principal were 91%, and five teachers were 91%. It was concluded that this product is suitable for use. This research implies that Waterfall is an alternative technology that can be used to overcome problems that arise at this time.]]>
<![CDATA[TALIGITAR: Innovative Media in Increasing Elementary School Students' Learning Interest: ]]>
<![CDATA[Alfita , Fadtma]]>;
<![CDATA[Jumadi]]>;
<![CDATA[Avita, Dwi]]>;
<![CDATA[Azzam, Ahmad]]>
<![CDATA[ Journal for Lesson and Learning Studies Vol. 7 No. 1 (2024): April ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jlls.v7i1.70964
<![CDATA[The research examines the problem of the relatively low level of learning interest of grade 6 students, especially in the context of learning mathematics, especially multiplication and division. This research aims to develop TALIGITAR (Smart Mathematics Multiplication and Division Tables) to increase students' interest in mathematics. This type of research is Research and Development (R&D) using the ADDIE development method. The research subjects are material experts and learning media experts. The test subjects were grade 6 students. The methods used to collect data were observation, interviews and questionnaires. The data collection instrument is a questionnaire. The techniques used to analyze data are qualitative descriptive analysis and quantitative descriptive analysis. The research results, namely the assessment from material experts, reached a percentage of 76% with suitable criteria. Media experts achieved a percentage of 80% with good criteria. The trial results on grade 6 students showed a percentage of 78% with good criteria. It was concluded that overall, "TALIGITAR Learning Media" was considered suitable for use in mathematics learning in grade 6. The results of the data analysis also showed an increase in students' interest in mathematics after using this media. This research can contribute to increasing students' interest in mathematics through innovative and interactive media.]]>
<![CDATA[Middle School Teacher Self-Efficacy in the Implementation of the Learning Process in Indonesia ]]>
<![CDATA[Yumnah, Siti]]>;
<![CDATA[Judijanto, Loso]]>;
<![CDATA[Pongpalilu, Fien]]>;
<![CDATA[Syathroh, Isry Laila]]>;
<![CDATA[Wibowo, Guntur Arie]]>
<![CDATA[ Journal for Lesson and Learning Studies Vol. 7 No. 1 (2024): April ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jlls.v7i1.71092
<![CDATA[In the school environment, all teachers have a good level of teacher efficacy. However, in reality, many teachers still find low levels of efficacy. This has an impact on students' knowledge, understanding, and achievement in the school environment. This is urgent to be researched because there are similarities between theory, hope, and reality. So the research aims to analyze the factors that influence teachers' self-effectiveness in implementing Environmental Education in schools. The method in this research is quantitative research with regression. The subjects consisted of 300 teachers from private secondary schools and state secondary schools spread across Indonesia. Data collection techniques using instruments. Instruments developed from indicators and measured based on a Likert scale. Data analysis techniques using Statistics version 25.0 with descriptive (mean, standard deviation, frequency, and percentage) and inferential statistics using the Multiple Linear Regression method. The results and research findings show that the level of teacher self-efficacy in implementing Environmental Education in schools is moderate. It was found that the factors that influence teacher self-efficacy in the implementation of education are teacher awareness of the environment and teacher perceptions of the principal's learning leadership.]]>
<![CDATA[Relationship among Perceived Usefulness, Ease of Use, Attitude and Intention to Use Emerging Technology among Undergraduate in South-West Nigeria ]]>
<![CDATA[Keji, Sakiru Sulaimon]]>
<![CDATA[ Journal for Lesson and Learning Studies Vol. 7 No. 1 (2024): April ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jlls.v7i1.72043
<![CDATA[Emerging technological tools are innovative and instructional tools used to supplement traditional teaching and learning for the enhancement of students' positive academic performance. Despite its instructional benefits, they have not been fully utilized for learning among undergraduates in Nigeria. Hence, the study analyzes the relationship among perceived usefulness, ease of use, attitude and intention to use Emerging Technology among undergraduate in South-west Nigeria. The study adopted quantitative research design of survey type. The population was all undergraduates’ students in south-west, Nigeria out of which a sample of 1,412 were purposively sampled from 12 Federal and State universities in South-west, Nigeria. Data were collected through the administration of validated researcher-designed questionnaire. Percentages and mean scores were used to answer the research questions, while independent t-test and Analysis of variance (ANCOVA) was used to test the hypotheses at 0.05 level of significance. The findings indicated that there was no significant relationship among undergraduates perceived usefulness, ease of use, attitude and intention to use Emerging Technology in South-west Nigeria. The study concluded that Emerging Technological tools are better learning strategies for all undergraduates if well integrated in teaching and learning can help in improving undergraduates’ learning. The study recommended among others that undergraduates should be given the necessary supports on the provision of all needed facilities for proper utilization of the emerging technology for learning.]]>
<![CDATA[Lecturers Pedagogical Concepts in Reducing Student Anxiety in Statistics Courses ]]>
<![CDATA[Judijanto, Loso]]>;
<![CDATA[Putro, Adi Nugroho Susanto]]>
<![CDATA[ Journal for Lesson and Learning Studies Vol. 7 No. 2 (2024): July ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jlls.v7i2.73207
<![CDATA[Graduate students show high levels of anxiety in studying Statistics; This anxiety affects their appreciation of statistics courses. This is urgent to research because there are differences between theory, expectations, and reality in the field. So, it is necessary to research to find out the appropriate pedagogical behavior of Statistics teachers to reduce postgraduate student anxiety. The research method used is a descriptive case study approach woven into a sequential explanatory design. The research subjects were lecturers and postgraduate students. Primary data was obtained from 99 postgraduate students regarding their level of anxiety in the field of Statistics and their experiences with lecturers' pedagogical behavior. Additionally, 12 graduate students were interviewed about their pedagogical behaviors that reduced their anxiety in Statistics. To triangulate primary data, evidence of assessment of lecturers' teaching practices was obtained from the university's Directorate of Academic Planning and Quality Assurance Unit. The results and findings show that there are 17 strategic lecturer pedagogical behaviors in general behavior (affective factors and pedagogical practices) and specific pedagogy (cognitive factors) which reduce postgraduate students' statistics anxiety and increase positive attitudes towards statistics studies. This is the heuristic contribution that this research offers to the application of processing efficiency theory. Therefore, the introduction of these pedagogical behaviors and their openness during the teaching of Statistics will help reduce the anxiety level of graduate students in the field of Statistics.]]>
<![CDATA[Improving Reading Comprehension Skills Through a Whole Language Approach in Fifth Grade Elementary School Students ]]>
<![CDATA[Aisyah, Siti]]>;
<![CDATA[Usman, Herlina]]>;
<![CDATA[Utami, Nidya Chandra Muji]]>
<![CDATA[ Journal for Lesson and Learning Studies Vol. 7 No. 1 (2024): April ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jlls.v7i1.73673
<![CDATA[Reading comprehension skills are not always easy and quick for every student to master. It is still found that students and school conditions do not support reading activities, so students' reading comprehension skills do not develop optimally. Thus, an approach to learning that can improve students' reading comprehension skills is needed. This research aims to analyze the Whole Language Approach in improving reading comprehension skills for fifth-grade elementary school students. The research method for this research is to adopt the Kemmis and McTaggart action research model. The subjects of this research were 30 class V students. The data collection methods for this research are observation, interviews and tests. The data collection instruments for this research used questionnaire sheets and test questions. This data analysis technique uses two techniques: qualitative data analysis and descriptive static data analysis. The research results were that students' interpretative level reading comprehension skills only reached 48% at the beginning of the pretest. When implementing the whole language approach in cycle I, there was an increase of 78%. Moreover, It increased again until in cycle III, it became 83%. It is concluded that the whole language approach is one-way teachers can use to improve reading comprehension skills at the interpretative level. The implication of this research is that applying the Whole Language Approach can help students learn.]]>
<![CDATA[Team Based Learning Model to Improve Student Collaboration and Communication through Lesson Study ]]>
<![CDATA[Wikanengsih]]>;
<![CDATA[Rostikawati, Yeni]]>
<![CDATA[ Journal for Lesson and Learning Studies Vol. 7 No. 1 (2024): April ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jlls.v7i1.73769
<![CDATA[Competencies that must be mastered by students include communicative, critical thinking, creativity, and collaborative. However, two of the four competencies are still weak. This is evident from observations during lectures, student collaboration and communication during discussions dominated by certain students. Therefore, this study aims to analyze the implementation of the application of the TBL learning model in improving student collaboration and communication in the Indonesian Learning Evaluation course through lesson study. The research method used is quantitative descriptive. The research subjects were lecturers of the Learning Evaluation Course and 36 third semester students in the Indonesian Language and Literature Education Study Program. Data collection is done through observation. Data analysis was carried out by observers by giving scores for each indicator of student collaboration and communication. The data obtained is analyzed quantitatively descriptively which then becomes the basis for improving learning. The results showed that the application of the TBL model could be carried out well with scores obtained at the first meeting of 86.5 and 91.1 at the second meeting. Likewise, students' communication and collaboration skills have improved, namely students contribute actively to learning, work productively, show flexibility and compromise, show responsibility and show respect between friends. The average score of students' communication and collaboration skills was 72.55 at the first meeting and 88.5 at the second meeting. This shows that the use of TBL is effective in improving student collaboration and communication in the classroom.]]>
<![CDATA[Project-Based Learning with Paired Expert and Beginner Models to Develop Innovative Thinking Skills ]]>
<![CDATA[Mashfufah, Aynin]]>;
<![CDATA[Rufiana, Intan Sari]]>;
<![CDATA[Arifin, Slamet]]>;
<![CDATA[Ekawati, Ratna]]>;
<![CDATA[Sari, Dian Ratna]]>;
<![CDATA[Salam, Haerul]]>
<![CDATA[ Journal for Lesson and Learning Studies Vol. 7 No. 2 (2024): July ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jlls.v7i2.74482
<![CDATA[Students in the Master of Basic Education program have diverse backgrounds. However, innovative abilities have not grown because teaching experience has not been accompanied by experience using technology and vice versa. This study aims to develop students' innovative thinking skills through a learning model that is project-based learning with a paired novice expert model. This type of research is pre-experimental design with a sample of 38 Master of Basic Education students. Questionnaire filling was used to assess students' perspectives on innovative thinking skills before and after treatment and an assessment rubric to assess the product. Data from the questionnaire was analyzed using the Wilcoxon test and the resulting product was analyzed descriptively quantitatively. Based on the results of data analysis, it can be concluded that innovative thinking skills can be developed. Teamwork is an aspect that has improved very well compared to the other four aspects of innovative thinking skills. The results of project completion show that on average, innovative thinking skills have developed well. The contextualized learning environment by presenting real problems related to the learning process of students in elementary schools is able to stimulate students' ability to solve problems. Problem solving is also done well because the diverse backgrounds of individuals in the group contribute to each other and work well together.]]>
<![CDATA[Design Thinking-based Learning Assessment Guidelines to Improve Students’ Independent Learning Capability ]]>
<![CDATA[Mahayanti, Ni Kadek Anisa]]>;
<![CDATA[Widiana, I Wayan]]>;
<![CDATA[Jayanta, I Nyoman Laba]]>
<![CDATA[ Journal for Lesson and Learning Studies Vol. 7 No. 1 (2024): April ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jlls.v7i1.74595
<![CDATA[The less-than-optimal use of learning assessment, which influences the decline in independent learning abilities, is the background of this research. This study aims to develop design thinking-based learning assessment guidelines that are valid, practical and effective for improving independent learning abilities. This type of research is development research, and the research model used in this research is the ADDIE model, which consists of five stages: analysis, design, development, implementation, and evaluation. The subjects of this research consisted of 4 experts, 1 teacher and 38 sixth-grade elementary school students. The object of this research test is the independent learning ability of fourth-grade elementary school students. This research implies that the learning assessment guide makes it easier for teachers to involve students in achieving learning outcomes and goals. Development of a learning assessment guide based on design thinking, especially to improve the independent learning abilities of fourth-grade elementary school students. This guide facilitates learning that encourages grade IV students to become independent learners by combining design thinking concepts in the development process. The data collection method used was a questionnaire. The implication of this research is to increase learning independence. By emphasizing learning design that encourages student initiative and responsibility for their learning process, design thinking can help increase learning independence. The research results show that the data obtained is significant, which means this assessment effectively improves the independent learning abilities of fourth-grade elementary school students.]]>
