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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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The Positive Impact of International School Teacher Pedagogy in Managing the Behavior of Students from Different Cultures Rosmiati; Tukiyo; Israkwaty
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.v8i3.104001

Abstract

The increasing cultural diversity in international schools poses challenges for teachers in managing student behavior effectively. The urgency of this research is the need for inclusive and culturally sensitive pedagogical strategies to create a harmonious learning environment. The purpose of this research is to analyze the relationship between cross-cultural communication competence, student behavior management strategies, the implementation of inclusive learning, and the effectiveness of multicultural classroom management. The research approach is mixed methods. The research sample consisted of 120 teachers from four international schools. Data collection techniques used a Likert scale questionnaire and in-depth interviews. Data analysis was carried out using descriptive statistics, Pearson correlation tests, multiple linear regression, ANOVA, and thematic analysis. The results showed a significant positive relationship between all variables, with a correlation value of 0.801 for inclusive learning, 0.782 for cross-cultural communication competence, and 0.756 for behavior management strategies. The determination value of 0.745 indicates that the three variables simultaneously explain 74.5% of the effectiveness of multicultural classroom management, where inclusive learning is the most dominant factor. Qualitative findings show an increase in discipline, empathy, and collaboration among students after teachers implemented a cross-cultural approach. The conclusion confirms that inclusive pedagogy strengthens a harmonious classroom climate. The implication is that cross-cultural training should be prioritized in teacher professional development in international schools.
Textbooks for Writing Play Scripts Based on Local Culture in Higher Education Irma Suryani; Julisah Izar; Sovia Wulandari; Helty
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.v8i3.104413

Abstract

Playwriting instruction in higher education should be designed to develop students’ writing competence, creativity, and critical thinking through systematic and contextual learning processes. However, in practice, such instruction still faces challenges, particularly the limited availability of comprehensive, applicable, and locally grounded instructional materials. This study aims to analyze, test, and evaluate the development of a local culture–based playwriting textbook in improving students’ writing competence. The study employs a Research and Development method using the 4D model, which includes the stages of Define, Design, Develop, and Disseminate. The research subjects were students enrolled in a playwriting course, with data collected through interviews, expert validation questionnaires, practicality questionnaires, and learning outcome tests in the form of pre-tests and post-tests. The research instruments consisted of validation sheets for content, language, and presentation, as well as a playwriting skills test, while data were analyzed using quantitative descriptive analysis, N-gain analysis, and qualitative interpretation of feedback from validators and users. The results indicate a significant improvement in students’ playwriting ability after using the developed textbook, particularly in the aspects of structure and development of dramatic elements, and show that the textbook is highly practical and suitable for instructional use. The study concludes that the local culture–based playwriting textbook is effective in enhancing students’ writing competence, creativity, and contextual understanding, highlighting the importance of developing culturally grounded instructional materials in higher education literary learning.
The Effectiveness of the Application of Snakes and Ladders Game in Mathematics Learning to Improve Student Learning Outcomes in Elementary Schools: A Systematic Literature Review Siti Nur Fadila; Junaidi; Berta Apriza
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.v8i3.104610

Abstract

Mathematics learning at the elementary level faces challenges related to students’ difficulties in understanding abstract concepts and low learning motivation due to monotonous instructional methods. This condition highlights the need for innovative and engaging learning strategies. This study aims to systematically analyze the effectiveness of the snakes and ladders game in improving elementary students’ mathematics learning outcomes, motivation, and participation. This research employed a Systematic Literature Review (SLR) method to synthesize findings from previous studies related to the use of snakes and ladders games in mathematics learning. The research subjects consisted of ten scientific articles published between 2020 and 2024 that examined the implementation of snakes and ladders games in elementary school mathematics learning. Data were collected through documentation techniques by searching articles from the Google Scholar database using relevant keywords and applying inclusion and exclusion criteria. Data analysis was conducted through thematic synthesis by categorizing research findings based on learning outcomes, affective aspects, and social skills development. The results of the study indicate that the consistent use of snakes and ladders games has a positive impact on improving students’ mathematics learning outcomes, increasing motivation, enhancing active participation, and supporting social interaction during the learning process. These findings suggest that snakes and ladders games can serve as an effective, simple, and engaging learning medium for mathematics instruction at the elementary school level.
Problem-Based Learning with Video Media on Students’ Learning Outcomes in Electrical Power Basics: A Quasi-Experimental Study Noviani; Hasan Maksum; Dony Novaliedry
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.v8i3.104767

Abstract

Effective learning should be designed to be active, contextual, and student-centered in order to foster both conceptual understanding and procedural skills. However, teacher-centered instructional practices often limit students’ active participation, resulting in low retention and difficulties in applying theory to practical contexts. This study aims to analyze and examine the effect of the Problem-Based Learning (PBL) model supported by video media on students’ learning outcomes in the Basic Electrical Engineering course. The study employed a quasi-experimental design with a nonequivalent control group, involving 60 tenth-grade students from the Electrical Power Installation program who were divided into an experimental group and a control group. Data were collected using a multiple-choice achievement test that had undergone validity and reliability testing and were analyzed using an independent samples t-test to identify differences in posttest mean scores. The results indicated that the group taught through video-assisted PBL achieved significantly higher posttest scores than the group taught using conventional lecture methods, with a moderate effect size. These findings suggest that integrating PBL with structured video media effectively enhances learning outcomes in vocational education. The study implies the importance of implementing problem-based instructional strategies supported by visual media to strengthen instructional quality and promote innovation in vocational learning environments.
Analysis of Inhibiting Factors and Difficulties for Students in Writing Scientific Papers in Higher Education Ihramsari Akidah; Muhajir
Journal for Lesson and Learning Studies Vol. 9 No. 1 (2026): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jlls.v9i1.105033

Abstract

In the 21st century, students' lack of knowledge in writing scientific papers. The urgency of researching factors that strengthen students' scientific writing skills. Therefore, the purpose of this study is to identify and analyse multidimensional factors that influence students' difficulties in scientific writing. The study used a mixed methods approach. The sample consisted of 150 Indonesian Literature and English students. Data collection techniques used questionnaires, semi-structured interviews, and documentation. Data analysis techniques used descriptive and inferential statistics with the help of SPSS version 29.0. The results showed a mean level of student difficulty of 3.57 (SD = 0.64) in the medium-high category. The KMO value = 0.871, Bartlett's χ² = 3254.231 (p < 0.001), and Cronbach's Alpha = 0.923 indicated excellent validity and reliability of the instrument. Regression analysis showed that lecturer guidance (β = 0.542) was the most dominant factor, followed by technical and cognitive aspects, while psychological aspects (β = -0.276) had a negative effect. In conclusion, students' scientific writing skills are determined by the synergy between academic guidance from lecturers, technical skills, and psychological support. Practical implications: Universities need writing skills training directly integrated with lecturer guidance.
Factors Affecting Intention to use the Gamification Feature in Ruang Guru Jacques; Gunawang Wang
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.v8i3.105180

Abstract

The The rapid development of educational technology has encouraged the integration of gamification into online learning to enhance students’ motivation and engagement. However, its utilization has not been supported by a comprehensive understanding of the factors influencing users’ intention to adopt it, particularly regarding user experience complaints. This study aims to analyze the key factors influencing students’ intention to use the AdaptoX gamification feature on the online learning platform Ruangguru.This study employed a quantitative approach with a survey design, adopting the Technology Acceptance Model (TAM) framework extended with perceived enjoyment, social influence, and hedonic motivation variables. Data were collected through structured questionnaires and analyzed using Partial Least Squares Structural Equation Modeling with SmartPLS 4 software. The results indicate that perceived ease of use, perceived usefulness, perceived enjoyment, hedonic motivation, and attitude significantly influence the intention to use gamification features, while social influence does not show a significant effect. The findings reveal that usage intention is more influenced by personal experience and intrinsic value than by social pressure. The success of gamification adoption depends on usability, ease of use, and enjoyable learning experiences. This study emphasizes the importance of developing gamification features that focus on user experience, intrinsic motivation, and ease of use to enhance online learning adoption.
The Influence of Learning Methods and Learning Interest on Environmental Knowledge and Awareness Nurdin Nurdin; Tjipto Djuhartono; Harsono; Imam Suseno; Imam Suseno; Ani Interdiana Candra Sari
Journal for Lesson and Learning Studies Vol. 9 No. 1 (2026): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jlls.v9i1.105326

Abstract

Low environmental awareness knowledge among students remains a problem in learning because the instructional process is still teacher-centered and does not actively engage students. In addition, differences in students’ learning interest cause variations in the effectiveness of learning methods, making it necessary to implement instructional strategies that align with students’ characteristics. This study aimed to analyze and examine the influence of learning methods and learning interest on students’ environmental awareness knowledge. The study employed a quasi-experimental method with a 2 × 2 factorial design. The research subjects consisted of 80 twelfth-grade students, including 40 students with high learning interest and 40 students with low learning interest. Data were collected through an environmental awareness knowledge test and a learning interest questionnaire. The data were analyzed using two-way analysis of variance (ANOVA) followed by the Tukey test to identify differences among groups. The findings revealed that the cooperative learning method was more effective than the discussion method in improving students’ environmental awareness knowledge. However, the discussion method was more suitable for students with high learning interest, whereas the cooperative learning method was more effective for students with low learning interest. This study concludes that the effectiveness of learning methods is influenced by students’ learning interest; therefore, selecting appropriate instructional strategies can support the improvement of environmental awareness knowledge more optimally.
Social Capital Strategies and Political Environment in Strengthening Community Risk Management: A Literature Review on Adaptive and Responsive Empowerment Models Haryanto; Rina Rosviana; Hadi Supratikta
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.v8i3.105663

Abstract

In an increasingly complex risk landscape, community-based risk management requires adaptive and responsive approaches. Literature highlights the crucial role of social capital, yet its effectiveness is significantly influenced by the local political environment. This study aims to analyze social capital strategies within political contexts to strengthen adaptive and responsive community empowerment models. The method employed is a Systematic Literature Review (SLR) following the PRISMA guidelines, focusing on articles published between 2020-2024 from indexed databases such as Scopus and ScienceDirect. The review results identify five main themes: the role of social capital in collective cooperation, the influence of political governance, knowledge exchange, socio-economic empowerment, and an integrative model. The synthesis demonstrates that community resilience is most effective when social capital (such as trust and networks) interacts synergistically with inclusive and responsive governance. The proposed adaptive-responsive empowerment model emphasizes the integration of bottom-up community initiatives and top-down support from formal policies and institutions. In conclusion, aligning social structures with political institutions is key to building a sustainable community resilience framework in the face of evolving risks.
Game-Based Learning in Improving Mathematical Problem-Solving Skills in Elementary School: A Systematic Literature Review Salwa Pravitasari; Berta Apriza
Journal for Lesson and Learning Studies Vol. 9 No. 1 (2026): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jlls.v9i1.105774

Abstract

Mathematical problem-solving skills are among the higher-order thinking abilities that are essential to be developed in elementary school students. However, mathematics learning in elementary schools is still predominantly dominated by conventional approaches that emphasize procedural learning and memorization, resulting in limited student engagement and insufficient stimulation of analytical thinking skills. This study aims to analyze, evaluate, and synthesize empirical evidence regarding the effectiveness of Game-Based Learning (GBL) in improving elementary school students’ mathematical problem-solving skills. This study employed a Systematic Literature Review (SLR) method by referring to the PRISMA guidelines. The subjects of this study consisted of experimental and quasi-experimental research articles involving elementary school students, with a total of nine selected studies. Data were collected through documentation studies using data extraction sheets as the research instrument. The data were analyzed qualitatively through the processes of reduction, categorization, and synthesis of research findings. The findings indicate that the implementation of GBL, both digital and non-digital, consistently improves students’ mathematical problem-solving skills, particularly in understanding problems, planning solution strategies, and applying solutions. This study concludes that Game-Based Learning is a relevant pedagogical approach for supporting the development of higher-order thinking skills among elementary school students. The implications of this study suggest that the integration of GBL into mathematics learning can serve as an innovative alternative for creating more interactive, meaningful, and problem-solving-oriented learning experiences.
Analysis of Inhibiting Factors in Electric Motor Conversion Learning in Vocational High School Fitra Sayyoda; Hasan Maksum; Dony Novaliendry
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.v8i3.105942

Abstract

The rapid development of electric vehicles requires competent human resources; however, the implementation of electric motorcycle conversion learning in vocational schools faces challenges related to facilities, teacher competence, and industry support. This study aims to identify the inhibiting factors affecting its implementation in the Motorcycle Engineering Department of vocational high schools. The research method uses a qualitative descriptive approach. Research subjects included productive teachers, head of expertise concentration, and grade XI students who participated in electric motor conversion learning. Data collection techniques used observation, in-depth interviews, and documentation with observation guidelines and semi-structured interview guidelines as instruments. Data analysis used the Miles and Huberman model including data reduction, data display, and conclusion drawing. The research results identified five main factors inhibiting electric motor conversion learning, namely: limited facilities and infrastructure with only one conversion kit available for 200 students, limited teacher competence where only 2 of 5 teachers attended training, curriculum not explicitly integrated with electric vehicle learning, minimal industry partnerships, and limited budget allocation for electric vehicle learning development. In conclusion, the implementation of electric motorcycle conversion learning in vocational schools is hindered by five interrelated factors. A comprehensive strategy is required, including improved practical facilities, strengthened teacher competence, curriculum adjustment, industry partnerships, and optimized budget allocation to ensure sustainable and high-quality learning.

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