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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 588 Documents
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A Snapshot of Teachers’ Teaching Experience through the Lens of Gagné’s Nine Instruction Events Audi Yundayani; Fiki Alghadari; Arini Noor Izzati
Journal for Lesson and Learning Studies Vol. 8 No. 3 (2025): October
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jlls.v8i3.102203

Abstract

Gagné Nine Events of Instruction framework enhances cognitive processing and student engagement. Thus, teachers are very important to the teaching process because they assess students’ requirements, create lesson plans, employ teaching methods, and evaluate the effectiveness of their teaching. There is a need for further research on how teachers apply Gagné’s Nine Events of Instruction in their classrooms, as student-centered learning becomes increasingly popular. This is a decriptive qualitative research. There are fifty-three participants taking part in this qualitative study, three of whom are interviewees. Data collection utilizes questionnaires and semi-structured interviews, with analysis conducted through thematic analysis. The results reveal the integration of Gagné’s instructional events during the pre-teaching phase, which includes capturing students’ attention, outlining objectives, and activating prior knowledge; during the teaching phase, which encompasses content presentation, guidance for learning, and performance elicitation (practice); and the post-teaching phase, which involves providing feedback, assessing performance, and facilitating retention and transfer, albeit with some inconsistencies in implementation. Teachers need to continue learning and recognize the importance of these ideas in achieving learning goals. To improve education, policymakers should invest significant effort in enhancing teacher effectiveness.
Communication Styles and Marital Satisfaction Among Intertribally Married Adults Busayo Omolade AJIBOLA; Jamila YUSUF; A. I Idowu; Habibat Bolanle ABDULKAREEM
Journal for Lesson and Learning Studies Vol. 8 No. 3 (2025): October
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jlls.v8i3.102623

Abstract

Intertribal marriages are increasingly common in multicultural societies and present challenges such as cultural differences and language barriers, which can affect marital harmony and satisfaction. These differences may lead to conflict and reduce relationship quality if not managed adaptively. This study aimed to analyze communication styles in intertribal marriages and examine the relationship between communication styles and marital satisfaction based on gender, ethnic background, and length of marriage. The study employed a quantitative approach with a descriptive correlational survey design. The subjects included 389 adults in intertribal marriages. Data were collected using the Communication Styles and Marital Satisfaction Questionnaire with a reliability coefficient of 0.79 and analyzed using descriptive statistics and Pearson’s Product Moment correlation at a 0.05 significance level. Results indicated that avoidance was the most dominant communication style (approximately 40% of respondents), while overall marital satisfaction was high. No significant relationship was found between communication styles and marital satisfaction, nor were there significant differences based on gender, ethnic background, or length of marriage. The findings suggest that marital satisfaction is more strongly influenced by relational factors and cultural sensitivity than by communication style alone. These results imply the importance of strengthening partner attentiveness, emotional support, and cultural accommodation, which can inform counselors, social workers, and psychologists in efforts to enhance harmony and satisfaction in intertribal marriages.
Transformation of Teacher Professionalism: A Critical Analysis of the Implementation of the Merdeka Curriculum in Sigi Regency Nurul Fitriah Aras; Sukri; Sinta Satria Dewi Pendit; Sisriawan Lapasere; Andi Nur Isnayanti
Journal for Lesson and Learning Studies Vol. 8 No. 3 (2025): October
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jlls.v8i3.102899

Abstract

Teachers in rural areas often face obstacles in implementing new curricula due to limited resources and uneven professional readiness. In Sigi Regency, this challenge is particularly evident in the adoption of the Merdeka Curriculum in elementary schools. This study analyzes teachers’ understanding of the Merdeka Curriculum and identifies factors that influence both successes and challenges in its implementation. Using a qualitative case study approach at SDN Lonja, data were gathered from six teachers and one principal through observation, semi-structured interviews, and documentation, then analyzed using the Miles, Huberman, and Saldana interactive model. Findings show that teachers’ understanding is at a moderate level (25%–50%), with varying mastery of basic concepts, integration of the Pancasila Student Profile, implementation of the P5 project, and formative assessment. Key barriers include limited training, weak infrastructure, and reliance on conventional teaching methods. Supportive factors, such as principal leadership, collaboration among teachers, and the Merdeka Mengajar Platform, help facilitate adaptation but cannot fully overcome structural constraints. Overall, implementation is gradual and partial, shaped by local conditions and school readiness. The research implies that effective curriculum implementation requires context-sensitive support, sustained professional development, and stronger teacher collaboration.
Game-Based Learning in Improving The Pedagogic Competence of Prospective Elementary School Teachers: A Systematic Literature Review Asri Widia Ningrum; Berta Apriza; Rohmani; Yasinta Mahendra; Bunga Adelia
Journal for Lesson and Learning Studies Vol. 8 No. 3 (2025): October
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jlls.v8i3.103047

Abstract

Strengthening the pedagogical competence of prospective elementary school teachers in the digital era is essential due to the growing demand for innovative, technology-integrated learning. Although Game-Based Learning (GBL) has strong potential to support this process, its implementation still faces conceptual and practical challenges. This study aims to critically analyze and synthesize scientific findings on the effectiveness of GBL in improving the pedagogical competence of prospective elementary school teachers. This study employs a Systematic Literature Review (SLR) approach guided by the PRISMA framework, analyzing ten relevant scientific articles published between 2020 and 2024. Data were collected through systematic searches of reputable academic databases and analyzed using thematic analysis techniques. The findings indicate that GBL contributes positively to the improvement of learning motivation, collaboration, creativity, digital competence, and the development of pedagogical mindsets that are adaptive to technology. Furthermore, direct involvement of prospective teachers in designing and playing educational games was found to have a more significant pedagogical impact than purely theoretical approaches. Nevertheless, implementation challenges remain, particularly concerning game design quality, educators’ readiness to act as facilitators, and variations in participants’ levels of experience. This study concludes that GBL represents a transformative approach in teacher education, with implications for the development of more practical, collaborative, and sustainably technology-integrated curricula.
Integration of Game-Based Learning to Strengthen the Pedagogic Competence of Digital Literacy of PGSD Students in the Era of Digital Transformation: A Systematic Literature Review Mirdan Kurniawan; Berta Apriza; Rohmani; Yasinta Mahendra; Bunga Adelia
Journal for Lesson and Learning Studies Vol. 8 No. 3 (2025): October
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jlls.v8i3.103049

Abstract

The paradigm shift in education due to digital transformation requires prospective elementary school teachers to have adequate digital pedagogical competencies in order to create relevant learning experiences. However, various findings show that teacher education programs are still limited in integrating innovative approaches, resulting in a gap between graduates' abilities and the needs of 21st-century learning practices. This study aims to critically analyze, evaluate the effectiveness, and synthesize various models and strategies for integrating Game-Based Learning (GBL) in strengthening the digital literacy pedagogical competencies of elementary school teacher education students. The method used is a Systematic Literature Review (SLR) with PRISMA guidelines, through a review of ten empirical articles published in the 2020–2024 period. The results of the analysis show that GBL and gamification can increase motivation, positive attitudes, and mastery of techno-pedagogical content knowledge (TPACK) among prospective teachers. Student involvement as game designers proved to be more effective than theory-based learning alone. The main obstacles to the implementation of GBL include limited resources, infrastructure, and training. The implications of this research emphasize the need for a shift in teacher education curricula towards more practical, participatory, and design-oriented learning models, while encouraging policymakers to strengthen institutional support for teacher competency development in the digital age.
Digital Media in Mathematics Learning to Improve Student Learning Outcomes in Elementary Schools: A Systematic Literature Review Berta Apriza; Nur Wahyuningsih Ibrahim; Ranti Ayu Kartika
Journal for Lesson and Learning Studies Vol. 8 No. 3 (2025): October
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jlls.v8i3.103360

Abstract

Mathematics learning in elementary schools still faces various obstacles, especially in helping students understand abstract concepts and apply them in real contexts. This study aims to examine the extent to which the use of audiovisual media can improve mathematics learning outcomes in elementary school students. The research subjects were ten scientific articles published within the last five years with special topics on the use of audiovisual media in mathematics learning. The research data were obtained through the Systematic Literature Review (SLR) technique, which includes the stages of identification, screening, and determination of article eligibility based on predetermined inclusion and exclusion criteria. The data collection process was carried out by searching the Google Scholar database. Data analysis used the thematic synthesis method, namely by grouping research findings based on the themes of effectiveness, challenges, and opportunities for audiovisual media development. The results showed that audiovisual media significantly contributed to strengthening concept understanding, increasing learning motivation, and encouraging active student involvement during the mathematics learning process.In addition, it was also found that the successful implementation of audiovisual media is influenced by teacher readiness factors, the availability of technological infrastructure, and the suitability of media with student characteristics. This research contributes a comprehensive picture of the potential as well as the limitations of audiovisual media utilization in basic mathematics education. The findings also have practical implications for teachers, schools and policy makers in designing learning strategies that are more adaptive to technological developments.
Teachers’ and Students’ Perspectives on English-Javanese Code-Switching in the Classroom Hilya; Haryanto
Journal for Lesson and Learning Studies Vol. 8 No. 3 (2025): October
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jlls.v8i3.103386

Abstract

Code-switching and code mixing are common phenomena in multilingual educational contexts, particularly in English as a Foreign Language classrooms. These practices are often employed as pedagogical strategies to address students’ limited language proficiency; however, their effectiveness requires further empirical investigation. This study aims to analyze the types and functions of code switching used in classroom interaction and to explore teachers’ and students’ perspectives on its use in learning. Adopting a qualitative approach, this study involved 30 eleventh grade students and one English teacher. Data were collected through classroom documentation and semi structured interviews, then analyzed by identifying and classifying instances of code switching based on Naibaho’s classification and the functional framework proposed by Mattson and Burenhult. The findings reveal that inter sentential switching was the most dominant type of code switching at 66%, while the repetitive function emerged most frequently at 48%. These findings indicate that code switching is aligned with teachers’ pedagogical purposes in clarifying meaning and enhancing students’ comprehension. Both teachers and students expressed positive attitudes toward the use of code switching, including the potential use of English-Javanese code switching to support classroom interaction and understanding. This study concludes that code-switching serves as an effective pedagogical strategy in facilitating comprehension, interaction, and language learning in multilingual classrooms and implies the need for its planned and proportional use as part of English teaching practices.
The Impact of Indonesian Language Teaching Material Development on Student Learning Outcomes: A Meta-Analysis Kadek Wirahyuni; Ida Bagus Putrayasa; Made Sutama; Wayan Rasna; Nengah Martha; Nyoman Yasa
Journal for Lesson and Learning Studies Vol. 8 No. 3 (2025): October
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jlls.v8i3.103451

Abstract

The Indonesian Language course plays a strategic role in developing students’ critical thinking, academic writing, and scholarly communication skills. However, empirical findings on the effectiveness of Indonesian language instructional materials remain mixed and inconsistent. This study aims to synthesize empirical evidence on the effects of instructional material development on students’ learning outcomes, estimate effect sizes, and identify study characteristics influencing its effectiveness. The subjects of this study consist of 22 empirical studies conducted at higher education institutions in Indonesia and published during the 2015–2024 period. This study employs a quantitative approach using a meta-analysis method. Data were collected through a systematic literature search, study selection, and data extraction from relevant journal articles and research reports. Data analysis techniques include effect size calculation using Hedges’ g, heterogeneity testing with Cochran’s Q and the I² statistic, selection of a random-effects model, moderator analysis, and publication bias testing using funnel plots, Egger’s test, and Begg’s test. The results of the meta-analysis indicate that the development of Indonesian language teaching materials has a positive and significant effect on student learning outcomes, with a moderate-to-large effect size. Digital teaching materials, particularly e-modules, show higher effectiveness compared to printed teaching materials, and the impact of teaching material development is strongest in the cognitive learning outcome domain. These findings imply the importance of developing innovative, technology-based Indonesian language teaching materials that are integrated with active pedagogical approaches as a strategy to improve learning quality and graduate competence in higher education.
Leveraging Lesson Study to Develop Technological Pedagogical Content Knowledge in Pre-Service Teacher Education Endang Darsih; Agie Hanggara; Rizka Andhika Putra
Journal for Lesson and Learning Studies Vol. 8 No. 3 (2025): October
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jlls.v8i3.103835

Abstract

The Pre-Service Teacher Professional Education Program is designed as a strategic initiative to prepare prospective teachers to become competent and professional educators. However, in practice, it continues to face challenges, particularly in integrating technology, pedagogy, and content in a coherent and consistent manner during teaching practicum. This study aims to analyze the implementation of Lesson Study and examine its contribution to the development of Technological Pedagogical Content Knowledge (TPACK) among pre-service teachers. The research employed a qualitative case study approach involving pre-service teachers and supervising lecturers as participants. Data were collected through classroom observations, in-depth interviews, and document analysis of lesson plans and teaching reflections. Data analysis was conducted using thematic analysis through coding, categorization, and interpretation. The findings indicate that Lesson Study establishes a collaborative framework that promotes joint planning, reflective dialogue, and continuous instructional improvement. The enhancement of TPACK was reflected in the shift from basic technology use toward more integrated alignment between pedagogical strategies and subject content. Overall, Lesson Study proved effective in strengthening pre-service teachers’ TPACK competencies. The implications suggest that integrating Lesson Study into professional education programs can serve as a systematic strategy to enhance instructional quality, foster a culture of professional reflection, and prepare adaptive teachers who are responsive to the evolving demands of 21st-century education.
Bibliometric Analysis of Augmented Reality Research Trends in Vocational Education Fitria Anggraini; Hansi Effendi; Oriza Candra; Titi Sriwahyuni; Doni Tri Putra Yanto
Journal for Lesson and Learning Studies Vol. 8 No. 3 (2025): October
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jlls.v8i3.103985

Abstract

The development of augmented reality (AR) as a digital learning technology offers significant potential to enhance the quality of education, particularly in skills-based learning. However, the utilization of AR in vocational education has not yet been optimally integrated into pedagogical approaches. This study aims to analyze and explore the direction of development, thematic focus, and research dynamics of AR in vocational education through a bibliometric approach. Data were obtained from reputable scientific publications and analyzed using supporting software to identify research trends, academic contributions, dominant fields of study, and relationships among key terms. The results indicate a growing scholarly interest in AR within vocational education alongside advances in digital technology. Existing studies remain largely dominated by technical perspectives, while research addressing the pedagogical integration of AR in vocational learning contexts is still limited. Thematic patterns reveal two main tendencies: the development of AR technologies and applications, and their use in learning processes and learner engagement. In conclusion, this study emphasizes that the advancement of AR in vocational education requires stronger, more contextual, and sustainable pedagogical integration. The findings imply the need for the development of immersive AR-based learning models that are skills-oriented and aligned with the demands of the modern industrial and professional landscape.

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