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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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Analysis of the Negative Impact of Gadget Use on Elementary School Students: A Systematic Literature Review Cindy Aulia Sari; Junaidi; Maya Setia Priyadi; Elizar
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.v9i1.110189

Abstract

The use of gadgets among elementary school students has increased alongside the rapid development of digital technology; however, this growth has not been adequately balanced with proper supervision and understanding of its impact on children’s development. This condition has the potential to cause various problems, including behavioral changes, decreased social interaction, reduced learning concentration, as well as emotional and health-related issues. This study aims to analyze and synthesize findings from previous studies regarding the impact of gadget use on elementary school students through a Systematic Literature Review (SLR) approach. The subjects of this study consisted of ten relevant scientific articles focusing on elementary school students. Data were collected through literature searches across various scientific databases using predetermined inclusion and exclusion criteria, with an article synthesis matrix employed as the research instrument. The data were analyzed using a descriptive-qualitative approach to identify patterns, trends, and relationships among the findings of previous studies. The results indicate that uncontrolled gadget use tends to have negative effects on children’s academic, social, emotional, and health aspects. However, properly directed gadget use also has the potential to support the learning process. This study concludes that controlling gadget use, providing parental and teacher supervision, and strengthening digital literacy are essential factors in minimizing the negative impacts of gadget use among elementary school students. The implications of this study highlight the importance of educational and collaborative strategies involving families, schools, and the social environment in promoting healthy and balanced gadget use among children.
Traditional vs Contemporary Dance in Cultural Preservation Across Southeast Asia: A Systematic Literature Review of Dance Arts Education (2019-2024) Uthi Sonia; Indrayuda; Ardipal; Fuji Astuti
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.v9i1.110235

Abstract

The preservation of dance heritage across Southeast Asia is increasingly threatened by declining intergenerational transmission, yet no systematic framework has evaluated traditional and contemporary dance education approaches in tandem. This study aims to synthesize and evaluate the development of dance arts education across Southeast Asia during the 2019–2024 period, comparing traditional and contemporary approaches within the context of cultural preservation. A Systematic Literature Review following PRISMA 2020 guidelines was employed, with systematic searches across multiple databases and quality assessment using MMAT and AACODS. A total of 78 sources were included in the qualitative synthesis. Findings reveal that programs integrating contemporary pedagogies with traditional dance transmission prove more effective than those treating each approach in isolation. Technology serves as a preservation amplifier, and multi-stakeholder partnerships create more resilient transmission pathways. It can be concluded that the traditional-contemporary dichotomy is a false one, and the emerging framework of "adaptive authenticity" offers a novel model for sustainable dance education and cultural preservation.  
Development of Interactive Media Assisted by Articulate Storyline 3 to Stimulate Learning Engagement in Science in Grade III Elementary Schools Students Widiantariayu; Putu Aditya Antara; I Kadek Edi Yudiana
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.v8i3.110295

Abstract

Elementary students’ learning engagement in IPAS instruction remains relatively low due to the dominance of conventional teaching approaches and the limited use of learning media that have not yet facilitated integrated cognitive, affective, and behavioral engagement. This condition results in low levels of attention, active participation, and persistence during the learning process. This study aims to analyze, evaluate, and examine the effectiveness of developing interactive media assisted by Articulate Storyline Three in stimulating students’ learning engagement in IPAS learning. The study employed a Research and Development (R&D) approach using the ADDIE model and involved 18 third-grade elementary students as research subjects. Data were collected through expert validation sheets (media, content, and instructional design experts), teacher and student response questionnaires, and learning engagement instruments based on cognitive, affective, and behavioral dimensions. Data were analyzed using descriptive quantitative and qualitative techniques, as well as inferential statistical analysis to test media effectiveness. The findings indicate that the developed interactive media demonstrate excellent quality, are easy to use, and are capable of creating more interactive, meaningful, and student-centered learning experiences. Conceptually, these results confirm that the integration of digital interactive media contributes positively to strengthening the quality of IPAS instruction by enhancing students’ learning engagement in a holistic manner. The study implies that interactive digital media can serve as an effective pedagogical strategy to support 21st-century learning in elementary education.
An Analysis of Factors Affecting Low Literacy in Primary School Students: A Systematic Literature Review Mela Purnama Dewi; Elizar
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.v9i1.110874

Abstract

Low reading and writing skills among elementary school students remain a critical issue as they affect the quality of learning and the development of broader academic competencies, including analytical thinking and problem-solving skills. This study aims to analyze and integrate various factors contributing to low literacy among elementary school students using a Systematic Literature Review approach. The study employs secondary data in the form of scientific articles retrieved from the Google Scholar database, with inclusion criteria of articles published between 2020–2024, available in full text, and focused on basic literacy. The selection process was conducted through systematic stages of identification, screening, and eligibility assessment by two independent reviewers to enhance result validity. A total of ten selected articles were analyzed using descriptive qualitative analysis to identify patterns and relationships among factors. The findings indicate that low literacy is influenced by the interaction of internal factors, such as cognitive readiness, motivation, and learning interest, as well as external factors, including family support, learning quality, availability of reading materials, and social environment. These findings emphasize that basic literacy is the result of multidimensional and interrelated interactions. Therefore, literacy improvement requires an integrated, sustainable strategy that is aligned with learners’ developmental contexts. This study implies the importance of strengthening collaboration between families and schools, as well as improving the quality of literacy instruction.
Bali Folktale I Belog Oriented Towards Postmodernism to Increase Curiosity in Elementary School Students I Kadek Baladiva Anggarana; Putu Nanci Riastini; Ni Ketut Desia Tristiantari
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.v9i1.111562

Abstract

The research problem focuses on the low level of curiosity among elementary school students and the limited availability of local culture-based learning resources as reading materials that can stimulate students' curiosity. This study aims to produce a remake of the Satua Bali I Belog storybook with a postmodernist orientation and to test the validity and user response to the storybook as a learning resource. This study uses the ADDIE development model, which includes the stages of analysis, design, development, and evaluation. The subject of this study is the remake of the Satua Bali I Belog storybook, which is adapted to the daily lives of elementary school students today. The feasibility of the product is reviewed based on content validity and user response to the storybook. Data were collected through a relevance scale for subject matter and media validity, as well as a questionnaire for user response involving teachers and students. The results of the study showed content validity with a very high qualification, as indicated by the content expert and media expert validity index of 1.00. The teacher response was 97% and the student response was 97.67%. These findings indicate that the Satua Bali I Belog storybook developed is suitable for use as a learning resource and reading material to foster curiosity in elementary school students.
Analysis of the Use of Artificial Intelligence (AI) in Literacy Learning in Elementary Schools Challenges and Opportunities for Teachers: Systematic Literature Review Tria Uli Wardani; Darwanto
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.v9i1.112008

Abstract

The utilization of Artificial Intelligence (AI) in literacy learning at the elementary school level has become an important concern alongside the rapid development of digital transformation in education. AI integration is considered capable of creating learning environments that are more adaptive, interactive, and student-centered; however, its implementation still faces various pedagogical and technical challenges. This study aims to analyze the utilization of AI in elementary school literacy learning and to explore the challenges and opportunities of its implementation for teachers. This study employed a Systematic Literature Review method by examining relevant scientific articles related to the use of AI in literacy learning. The research subjects consisted of scientific articles discussing the implementation of AI in the context of elementary education. Data were collected through documentation studies using article analysis sheets and literature selection guidelines as instruments. The data were analyzed using descriptive qualitative analysis through the stages of identification, selection, evaluation, and literature synthesis. The findings show that AI supports students’ literacy development and teachers’ competence through more personalized learning. However, its implementation remains limited by infrastructure, teacher readiness, and ethical and data security issues. The implications of this study emphasize the importance of teacher training and the pedagogical integration of AI to create effective, inclusive, and sustainable literacy learning.
Ethno-Design-Based Learning Tools to Enhance Students' Future Thinking Putu Okta Satriani; I Wayan Widiana; I Wayan Ardana
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.v9i1.112510

Abstract

The ability to think about the future is one of the important 21st century competencies that needs to be developed in elementary school students to face dynamic global challenges. However, the implementation of learning in elementary schools still tends to use conventional media and has not integrated interactive technology and local wisdom optimally. This research aims to develop and test the effectiveness of ethno design-based learning tools assisted by Augmented Reality (AR) in improving elementary school students' future thinking abilities. This research is development research using the ADDIE model involving fifth grade elementary school students as research subjects. Data collection was carried out through observation, interviews, questionnaires and tests with instruments in the form of expert validation sheets, teacher and student response questionnaires, as well as future thinking ability test questions. Data were analyzed using quantitative descriptive analysis and Paired Sample T-Test. The products developed include AR media "Subak Bali Interactive" and ethno design-based LKPD which integrates science and mathematics content. The research results show that the learning tools received the "Very Good" category in terms of validity and "Very Practical" based on teacher and student responses. The effectiveness test results show a significant increase in students' future thinking abilities after using the developed learning tools. This research concludes that AR-assisted ethno design-based learning tools are effective in creating contextual, interactive and future-oriented learning. The research implications show that this device can be an innovative alternative in supporting the strengthening of 21st century competencies in elementary school students.
The Effectiveness of Various Instructional Models on Motivation and Science Learning Outcomes Among Elementary School Students Zakila Noor Khaira; Rohmani
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.v9i1.113460

Abstract

Science learning in elementary schools still faces several challenges, particularly the low level of student participation during the learning process. This condition affects students’ learning motivation and academic achievement in science. One contributing factor is the use of monotonous learning strategies that do not fully encourage students’ active involvement in understanding science concepts. This study aims to examine, analyze, and synthesize the effectiveness of various learning approaches in improving students’ motivation and science learning outcomes at the elementary school level. This research employed a systematic literature review method by analyzing 10 relevant scientific articles published between 2021 and 2025. Data were collected through documentation using a data identification sheet containing information on learning models, implementation characteristics, and research findings. The data were analyzed thematically through data reduction, theme classification, comparison of findings, and systematic synthesis. The findings indicate that problem-based learning, guided inquiry, discovery learning, cooperative learning, and technology-based learning significantly contribute to improving students’ motivation and science achievement. Learning that emphasizes active participation, interaction, and independent exploration is proven to be more effective in creating meaningful learning experiences. These findings highlight the importance of selecting innovative, flexible, and student-oriented learning models.

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