cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
I Nyoman Laba Jayanta
Contact Email
laba.jayanta@undiksha.ac.id
Phone
-
Journal Mail Official
lessonandlearningstudies@gmail.com
Editorial Address
Universitas Pendidikan Ganesha Jl. Udayana Kampus Tengah Singaraja, Bali, Indonesia 81116 Telp. +62362-22928
Location
Kota denpasar,
Bali
INDONESIA
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
 55   56   57   58   59 
General Skills Strategies in Communication by Lecturers at the Beginning of Lectures to Students Mukhtar Yusuf; Oktosiyanti MT. Abdullah
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.v9i1.105971

Abstract

The lack of implementation of lecturers' communication strategies at the beginning of the lecture has an impact on low student learning motivation. The urgency in interpersonal analysis, supportive classroom climate, and student learning preparation. The aim is to analyze the communication strategies used by lecturers and determine their influence on student learning motivation. The quantitative research approach with a descriptive correlational design. A sample of 160 respondents, consisting of lecturers and first semester students, was selected using a purposive sampling technique. Data were collected through questionnaires and observations, then analyzed using descriptive statistics, validity and reliability tests, Pearson correlation, and simple linear regression. The results showed that all instrument items were valid and reliable, with reliability values reaching 0.912 for communication strategies and 0.886 for learning motivation. Lecturers' communication strategies were in the high category (mean 4.12), as was student learning motivation (mean 4.08). There was a strong positive relationship between the two variables (r = 0.732). Regression analysis showed a significant influence of communication strategies on learning motivation with a coefficient of 0.699 and a contribution of 53.6%. It was found that lecturers' initial communication plays a critical role in building engagement and motivation to learn. In conclusion, strengthening lecturers' communication competencies is a strategic step to improve the quality of learning. The implication is that educational institutions need to incorporate communication training as part of their lecturers' professional development.
The Effectiveness of Canva in Developing Interactive Teaching Materials for Primary Education Anggun Tri Utami; Eny Munisah
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.v9i1.106718

Abstract

Digital transformation in primary education requires teachers to develop creative and interactive teaching materials that match students’ learning characteristics. However, the use of digital design media such as Canva still needs structured scientific evidence regarding its effectiveness in supporting teaching material development in primary schools. This study aims to evaluate and synthesize empirical findings on the use of Canva in developing teaching materials for primary education. The research employed a systematic literature review approach following the PRISMA 2020 protocol. Data were collected through article searches in Google Scholar and DOAJ, focusing on journals indexed in SINTA 1–2 published between 2020 and 2025. A total of 10 selected articles were analyzed using an inclusion screening instrument and descriptive synthesis techniques. The results indicate that Canva is effective in improving students’ motivation, learning interest, and learning outcomes, while also assisting teachers in designing contextual and visually engaging teaching materials. The most frequently applied development models were ADDIE and 4D, particularly in mathematics, science, and civic education subjects. In conclusion, Canva contributes positively to multimedia-based learning in primary education and highlights the importance of strengthening teachers’ digital competencies through continuous professional training.
Analysis of Excessive Mobile Phone Use on Behavioral Changes and Sleep Patterns of Elementary School Students: A Systematic Literature Review Yolanda Karamoy; Eny Munisah
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.v9i1.106812

Abstract

Excessive mobile phone use among elementary school students has become a growing concern because it may negatively affect children’s behavioral development and sleep health. Previous studies discussing behavioral changes and sleep disturbances due to gadget use are still fragmented and rarely examined simultaneously within the context of elementary education. This study aims to analyze and synthesize recent scientific evidence regarding the effects of excessive mobile phone use on behavioral changes and sleep patterns among elementary school students. The study employed a Systematic Literature Review (SLR) design using the PRISMA guidelines and the Kitchenham and Charters framework. Literature searching was conducted through Google Scholar, ScienceDirect, SpringerLink, and SINTA databases covering publications from 2020–2025. A total of 10 selected articles involving elementary school students as research subjects were analyzed using thematic synthesis techniques. Data collection was carried out through document analysis using article screening and eligibility instruments based on inclusion and exclusion criteria. The findings indicate that excessive gadget use is associated with decreased learning motivation, impaired concentration, emotional instability, reduced social interaction, and increased behavioral problems. Furthermore, prolonged screen time contributes to shorter sleep duration, poor sleep quality, and irregular sleep patterns. The study concludes that uncontrolled mobile phone use may adversely influence children’s behavioral and sleep development. These findings provide conceptual implications for parents, educators, and policymakers in developing strategies for healthy digital use among elementary school students.
Media Pembelajaran Learning Media for Suku Anak Dalam Folklore Using the iSpring Suite Application in Inclusive Education Rustam; Hary Soedarto Harjono; Priyanto; Lusia Oktri Wini
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.v9i1.107004

Abstract

The limited availability of interactive learning media and the lack of integration of local wisdom have led to low student interest and ability in understanding the elements and cultural values of Suku Anak Dalam (SAD) folklore. This condition is further complicated in inclusive schools with diverse student characteristics. This study aims to develop, test the feasibility, and evaluate the effectiveness of SAD folklore learning media based on the iSpring Suite application in improving students' understanding of story-building elements and local cultural values. The study used the Research and Development (R&D) method with the ADDIE model involving junior high school teachers and students at an inclusive one-roof school in Tebo Regency. Data were collected through a Likert-scale questionnaire (15 items), semi-structured interviews, and validation by material experts and media experts. Data analysis was carried out quantitatively through feasibility percentages and qualitatively using thematic analysis. The results showed that the developed media was categorized as very feasible based on expert validation (average >4.5) and very practical in implementation (average 4.74). The use of the media increased students' motivation, engagement, and ability to identify and describe character values in SAD folklore. This study concludes that the integration of digital-based SAD folk tales effectively supports literary learning in inclusive education and has implications for strengthening local cultural literacy.
Conceptual and Pedagogical Feasibility of KUKUSA Local Wisdom as Foundation for Contextual IPAS Teaching Materials Development Kasmudin Mustapa; Vivin Elfitriyah Hs; Afadil; Siti Nuryanti; Ahmad Ramadhan
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.v9i1.107100

Abstract

This study investigates the feasibility of KUKUSA (Kukita Kutima Sampa) local wisdom as a foundation for developing IPAS teaching materials aimed at enhancing creative thinking and collaboration skills among elementary school students. Using a Research and Development (R&D) approach with the ADDIE model, this study focused on the Analysis and Development phases conducted at SD Inpres 1 Inti Bantaya, Parigi Moutong Regency, Central Sulawesi. Data were collected through classroom observation, in-depth interviews, document analysis, and expert validation. The learning needs analysis revealed a critical gap between Merdeka Curriculum demands and actual classroom practices IPAS instruction relied exclusively on generic textbooks with no local wisdom integration, leaving creative thinking and collaboration skills insufficiently facilitated. Expert validation of the developed teaching material, assessed across nine aspects by two specialist validators using a 1–4 Likert scale, produced an overall mean score of 3.66 (92%), categorized as Very Valid. The highest scores were recorded on Supporting Completeness (M = 3.88) and Local Wisdom Integration (M = 3.83), confirming that KUKUSA's ecological philosophy is authentically and substantively embedded across all material dimensions. The KUKUSA philosophy's communal, activity-based, and ecologically oriented nature provides natural scaffolding for all five creative thinking dimensions (fluency, flexibility, originality, elaboration, and harmony) and all five collaboration skill dimensions. These findings establish KUKUSA as both culturally legitimate and pedagogically valid as a foundation for contextual, 21st-century-oriented elementary science education.
The Effect of Digital Media Use in Science Education in Elementary Schools: A Systematic Literature Review Sartika Wulandari; Sumarno
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.v9i1.108349

Abstract

Science learning in elementary education still faces challenges, particularly students’ low understanding of abstract concepts and the suboptimal use of innovative learning media, which results in low motivation, engagement, and learning outcomes. This study aims to analyze and synthesize empirical evidence regarding the effectiveness of digital media in science learning through a Systematic Literature Review (SLR) approach. This study employs an SLR design by analyzing ten articles on the use of digital media in science learning among elementary school students. Data collection was conducted through the stages of identification, screening, and eligibility assessment, using Indonesian and English keywords. The data were analyzed using thematic synthesis techniques to identify patterns of findings and key contributions from the selected studies. The results show that digital media consistently enhances learning motivation, understanding of science concepts, scientific literacy, higher order thinking skills, and active student participation, while also helping to visualize abstract concepts into more concrete forms. In conclusion, digital media plays a strategic role in improving the quality of science learning. The implication is that teachers need to integrate digital media appropriately according to the learning material, and schools need to provide adequate facilities and training to support effective implementation.
Teachers Strategies in Handling Bullying Cases in Elementary Schools: A Systematic Literature Review Sri Lestari; Sumarno
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.v9i1.108371

Abstract

Bullying in primary schools remains a difficult issue to address consistently because it is often perceived as part of students' social dynamics rather than a pedagogical problem that requires structured intervention. This condition causes negative impacts on students' emotional, social, and psychological development to recur without a comprehensive handling strategy. This study aims to analyze and synthesize teachers' strategies in dealing with bullying in elementary schools based on previous research findings. The approach used was a Systematic Literature Review of ten articles that met the inclusion criteria and were published in the 2020-2024 timeframe. The analysis process was carried out thematically through the stages of data extraction, coding, categorization of findings, and concept synthesis. The results of the study show that teacher strategies include a preventive approach through strengthening character education, direct intervention in the form of mediation and student assistance, and collaboration between teachers, schools and parents. The findings also confirm that teacher competence in early detection, consistency of school policies, and support from the social environment determine the success of the handling. The contribution of this research lies in systematically mapping the variations in teachers' strategies and their implementation barriers in the context of primary education. The practical implications of the research results indicate that strengthening teachers' professional capacity and developing sustainable anti-bullying programs need to be placed as an integral part of primary school policies.
An Ethnobotany-Based Biodiversity Module for Improving Students' Science Process Skills and Critical Thinking Skills Kusumaningrat; Samsurizal M Suleman; I Made Budiarsa; Astija; Muhammad Jamhari
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.v9i1.109090

Abstract

Science learning at the junior high school level still faces challenges in the form of low science process skills and students’ critical thinking skills due to the use of learning materials that are less contextual and have not integrated environmental potential as a learning resource. This condition causes students to become passive during the learning process and experience difficulties in connecting biodiversity concepts with real-life experiences. This study aims to analyze learning needs, develop, and evaluate the feasibility of an ethnobotany-based biodiversity module in improving junior high school students’ science process skills and critical thinking skills. The study employed a Research and Development (R&D) approach using the ADDIE model involving 32 seventh-grade students as the trial subjects. Data were collected through observations, interviews, expert validation sheets, user response questionnaires, and essay tests. The research instruments included validation sheets, practicality questionnaires, and tests of science process skills and critical thinking skills. Data were analyzed using quantitative descriptive analysis techniques and product feasibility interpretation. The findings indicate that the developed module meets the criteria of validity, practicality, and effectiveness for science learning implementation. The ethnobotany-based module facilitates exploratory learning activities based on the surrounding environment and encourages students’ active involvement in observation, classification, data analysis, and scientific argumentation. This study concludes that the ethnobotany-based biodiversity module is an effective instructional innovation for supporting contextual and meaningful science learning.
The Multiliteracy Integrative Learning (MULGRANING) Model for Developing 4Cs Skills in Language Learning Vivi Indriyani; Anisa Nurjanah; Herland Frenley Manalu; Febria Sri Atika; Hasri Fendi
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.v9i1.109579

Abstract

Strengthening 21st-century skills, including critical thinking, creativity, collaborative, and communicative (4Cs), was an essential requirement in Indonesian language learning. However, language learning in schools was still dominated by a linguistic-oriented approach, so the development of higher-order thinking skills was not a priority. This study aimed to analyze, evaluate, and interpret the implementation of the Integrative Multiliteracy Learning Model (MULGRANING) in group-based scientific article writing learning to strengthen students’ 4Cs skills. The study used a qualitative approach with a descriptive design through structured observations based on 4Cs skill indicators. The findings indicated that the MULGRANING model was able to develop critical and creative thinking skills through the use of multimodal literacy, as well as improve collaborative and communicative skills through discussion activities and collaborative production of scientific essay texts. In addition, the integration of multiliteracies in learning encouraged active student involvement and strengthened the quality of academic interactions. In general, this study concluded that the MULGRANING model had the potential to be an effective and innovative pedagogical framework in supporting Indonesian language learning oriented toward mastering 21st-century skills.
The Effectiveness of the Project Based Learning Model on Writing Skills in Senior High Schools Citra Agustina; Sumarno
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.v9i1.110054

Abstract

Writing skills are an important indicator of literacy competence in senior high school. However, writing instruction is still largely conventional, limiting students’ ability to express ideas systematically, creatively, and critically. This study aims to examine the effectiveness of project-based learning in improving students’ writing skills in senior high school.This study employed a Systematic Literature Review (SLR) approach, involving an in-depth analysis of scientific articles published between 2021 and 2025. This SLR was conducted to gather the latest empirical evidence, minimize bias, and synthesize findings from various sources. The literature search was conducted through Google Scholar using keywords such as "project-based learning models," "writing skills," and "in senior high schools." The searched articles were then selected based on criteria, resulting in a number of relevant articles for analysis. The study results indicate that project-based learning models have a positive impact on improving students' writing skills, particularly in the areas of idea development, text structure, creativity, and higher-order thinking skills. Furthermore, project-based learning plays a role in building a more active, collaborative, and contextual learning process, enabling students to engage more optimally. These findings indicate that the PjBL model is a suitable alternative learning strategy for teaching writing in high schools. The implications of this research emphasize the importance of curriculum support and improving teacher competency in implementing PjBL sustainably to support the improvement of the quality of the learning process in line with educational demands.

Page 58 of 59 | Total Record : 588

 55   56   57   58   59 

Filter by Year

2018 2026


Reset
Filter By Issues
All Issue Vol. 9 No. 1 (2026): April Vol. 8 No. 3 (2025): October Vol. 8 No. 2 (2025): July Vol. 8 No. 1 (2025): April Vol. 7 No. 3 (2024): October Vol. 7 No. 2 (2024): July Vol. 7 No. 1 (2024): April Vol. 6 No. 3 (2023): October Vol. 6 No. 2 (2023): July Vol. 6 No. 1 (2023): April Vol. 5 No. 3 (2022): Oktober Vol. 5 No. 2 (2022): July Vol 5, No 1 (2022): April Vol. 5 No. 1 (2022): April Vol 4, No 3 (2021): October Vol. 4 No. 3 (2021): October Vol. 4 No. 2 (2021): July Vol 4, No 2 (2021): July Vol. 4 No. 1 (2021): April Vol 4, No 1 (2021): April Vol 3, No 3 (2020): October Vol. 3 No. 3 (2020): October Vol 3, No 2 (2020): July Vol. 3 No. 2 (2020): July Vol 3, No 1 (2020): April Vol. 3 No. 1 (2020): April Vol. 2 No. 3 (2019): October Vol 2, No 3 (2019): October Vol. 2 No. 2 (2019): July Vol 2, No 2 (2019): July Vol 2, No 1 (2019): April Vol. 2 No. 1 (2019): April Vol 1, No 3 (2018): October Vol. 1 No. 3 (2018): October Vol 1, No 2 (2018): July Vol. 1 No. 2 (2018): July Vol. 1 No. 1 (2018): April Vol 1, No 1 (2018): April More Issue