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Journal of Learning Improvement and Lesson Study

jlils
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Published by Universitas Negeri Padang

ISSN : - EISSN : 27989011 DOI : https://doi.org/10.24036/jlils.v2i1.9

Core Subject : Education,

Education Other

The aim of this journal is to publish articles dedicated to all aspects of the latest outstanding developments in the field of learning improvement and lesson study. Its scope sections include research and learning development for multi-disciplines in pre-elementary, elementary, junior, senior high school until university levels based on Lesson Study for Learning Community (LSLC).

Arjuna Subject : Umum - Umum

Articles 76 Documents

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The Effect of Project Bases Learning Model With Learning Colaborative Toward Student’s Achievement Suyanti, Retno Dwi; Br Karo, Desnapia Nesrani; Sitompul, Nopita
Journal of Learning Improvement and Lesson Study Vol. 2 No. 1 (2022): JLILS (June Edition)
Publisher : Universitas Negeri Padang

This research has the purpose to know the student’s achievement in Acid-Base topic by implementing Project Based Learning model. The population of this research are all Senior High School students grade XI in Berastagi , which the samples are 2 classes XIth grade chosen by purposive sampling. 1st as experiment class was taught by Project Based Learning Model while 2nd class as control class was taught by Conventional model. The instrument test had been standardized by expert validator and empiric validity process. The result of test standardization is 20 multiple choice questions with reliability 0.865 . The research resulted that the data is normal distributed and samples are homogenous. The result data showed that student’s achievement taught by Project based learning with lesson study gave higher significance different compared with student’s achievement taught by conventional model. The statement supported by the result of hypothesis testing is t count (5.78) > t table (1.67).

Learning to Make Digital Maps Using Project-Based Learning Based on Lesson Study in Cartography Course Erita, Yeni; Ahmad, Syafri; Sukma, Elfia
Journal of Learning Improvement and Lesson Study Vol. 2 No. 1 (2022): JLILS (June Edition)
Publisher : Universitas Negeri Padang

Lack of support for learning facilities owned by students in learning cartography, especially in making digital maps, causes less achievement of learning objectives. Learning to make digital maps using the PJBL model and carried out in the form of Lesson Study activities The purpose of this research is to describe Learning to make digital maps using the PJBL model and implemented in Lesson Study activities The method used is descriptive which describes in full the information obtained by researchers from the implementation of lesson studies. The results obtained in the Do stage for positive things are, First, there is a high enthusiasm from some students to learn, second, students gain new knowledge in making digital maps. While for the negative things are First, one computer is used by several students, second, the number of students is too large for the type of skills courses, and third, students are less focused on learning. The See stage is first, the need for lecturers to pay attention to the number of students in one class, second, the need for lecturers to make preparations before learning begins.

Impelemtation of Lesson Study Based STEM Learning to Stidents’ Creativity and Concept Mastery Through Joint Project Widiyanti, Yanti; Arum, Jesy Wailah; Sukenti, Evi; Alfidayani, Alfidayani; Herawati, Desti
Journal of Learning Improvement and Lesson Study Vol. 2 No. 1 (2022): JLILS (June Edition)
Publisher : Universitas Negeri Padang

The human skeletal system is a complex material to be studied by students, especially for social studies class students who take Biology specialization subjects. This study aims to train students' creativity and improve students' mastery of concepts in the joint subtopic of skeletal system material through a STEM approach with a Project Based Learning model based on lesson study. The research method was a weak experiment with a one-shot case study design. The instruments used in this study include multiple choice test instruments and observation sheets. The results showed that students' creativity was in the good category with mastery of concepts that had passed the minimum KKM limit. This shows that STEM learning with project-based learning helps students to be able to understand the concept of joints through the implemented projects. The planning and implementation of lesson study-based learning also stimulates collaboration between teachers in the field of study to be able to design innovative learning.

Analysis of biology students' problem-solving skills using the PBL model through Lesson Study (LS) online Wa Ode Nurhawa; Maria Rosalia Ijung Anggur; Raihanah Nur Agustanti; Herawati Susilo; Muntholob Muntholob; Balqis Balqis
Journal of Learning Improvement and Lesson Study Vol 1 No 2 (2021): JLILS (December Edition)
Publisher : Universitas Negeri Padang

Problem-based learning models train students to develop thinking and problem-solving skills in contextual circumstances. This research aims to analyze the problem-solving ability of 32 biology students in 2020 at Malang State University in the course of Plant Physiology. This study is a second-cycle action study using the PBL model through lesson study activities. Data analysis uses a problem-solving skills essay test consisting of identifying problems, identifying strategies, formulating hypotheses, evaluating potential, implementing solutions and evaluating results. The results showed that there was an increase in students' problem-solving ability from cycle I by 60.0% to 72.0% in cycle II and there were several indicators that experienced an increase in scores, namely indicators identifying strategies, formulating hypotheses, implementing solutions, and evaluating results. But the indicator score identifies the problem, and implements the solution decreases.

Teaching plant physiology to prospective biology teachers: How do we deal with Lesson Study-Problem based Learning (LS-PBL) to enhance scientific argumentation skill? Maisuna Kundariati; Herawati Susilo; Balqis Balqis
Journal of Learning Improvement and Lesson Study Vol 1 No 2 (2021): JLILS (December Edition)
Publisher : Universitas Negeri Padang

Argumentation has been widely discussed in science education for many years. Argumentation is a part of science, to make a statement and claim, justifying the claim, and supporting it with the data. Science education need to be integrated with scientific argumentation empowerment. LS-PBL can be one way to empower argumentation skills. The aims of this study is to determing prospective biology teachers’ science argumentation skill through Lesson Study-Problem based Learning (LS-PBL). This research was conducted on 30 prospective biology teachers at Biology Department Universitas Negeri Malang. Research participants are prospective biology teachers who are taking Plant Physiology course during their 3rd semester. The learning implementation was carried out in a blended learning. Lesson study activities carried out consist of three activities, namely, plan, do, and see. The instruments used are essay tests of scientific argumentation skills, chapter design, lesson design, lesson plans, and worksheets. Data analysis used quantitative descriptive analysis. The results showed the average value of the argumentation obtained in the first week was 45.33 (moderate), the second week was 50.00 (moderate), and the third week was 56.00 (moderate). The percentage of the frequency of each level of scientific argumentation decreased with each test at levels 1 and 2, while levels 3 and 4 increased. However, there is no level 5 argumentation found in tests 1, 2, and 3. An increase in argumentation skills can occur due to the application of PBL which is integrated with LS. The PBL learning model accommodates prospective biology teachers to construct their arguments, while lesson study is useful for improving the learning process so that learning activities increase from week to week and what is lacking can be improved. LS-PBL can be used as a professional tool to improve the learning process and empower argumentation skills.

Developing Problem Based Learning through Lesson Study Muh. Syahriridani; Herawati Susilo; Ibrohim Ibrohim
Journal of Learning Improvement and Lesson Study Vol 1 No 2 (2021): JLILS (December Edition)
Publisher : Universitas Negeri Padang

Critical thinking skills are important to be empowered in the 21st century. Critical thinking skills are the ability to collect and evaluate information to draw the right conclusions. Educators need Lesson Study (LS) activities to empower students' critical thinking skills taught by Problem-based Learning (PBL). This research was conducted on 27 third-semester students at the State University of Malang in 2021 with the aim of improving students' critical thinking skills in learning plant physiology using PBL. Improvement of the learning process is carried out with LS activities. The LS implementation phase consists of plan, do and see. Lesson Study findings obtained focus on the duration of learning, controlling student interaction in study groups, contextual problems, and selecting essential learning topics. The results of the N-Gain test in the first cycle obtained a low category score of 0.14, while in the second cycle a medium category score of 0.38 was obtained. Students' critical thinking skills are empowered through drawing conclusions from data collection to solve contextual problems.

Improving Understanding of Human Reproductive System Materials Using Padlet Application: Utilization of Digital Literacy in Science Learning Dewi Kartina
Journal of Learning Improvement and Lesson Study Vol 1 No 2 (2021): JLILS (December Edition)
Publisher : Universitas Negeri Padang

This article aims to improve understanding of human reproductive system material by using padlet applications. This is a digital literacy application for class IX students at the UNP Laboratory Development Junior High School. Padlet application is an online learning application that is synchronous online. In learning by using the padlet application, students and teachers can be present together in one learning platform. This research is a classroom action research (action research) with quantitative descriptive data processing techniques. The results of this study indicate an increase in student literacy, both data literacy and technological literacy by using padlet applications in science learning, especially material for the human reproductive system. This can be seen from the increase in learning outcomes from the first meeting to the third meeting

Meaning Cognitive Theory with Lesson Study to Improve the Quality of Learning in Low School Kumanan A/L V.Ramasamy; Sarimilla A/P Jiwarathnam
Journal of Learning Improvement and Lesson Study Vol 1 No 2 (2021): JLILS (December Edition)
Publisher : Universitas Negeri Padang

This article presents a proposal to improve teaching excellence among elementary school students by using the Lesson Study (LS) approach. LS is a model of professional development of educators originating from Japan. In the LS process, a group of educators systematically reviews the practice of educators with the aim of producing a more effective teaching and learning process. It begins by identifying certain subject units that have problems in the teaching and learning process. Thus, objectives were set to provide the focus and direction of the research. Furthermore, the process of planning, teaching, observing, and evaluating lesson units is carried out. This process is repeated. Finally, a study report is generated and the LS findings are shared with other educators. This LS approach can mobilize pedagogical knowledge and skills among educators. It provides opportunities for educators to collaborate to overcome difficulties encountered in teaching subject units or methodologies. Thus, this approach is expected to provide benefits in improving students' understanding and academic achievement. Proposals regarding the implementation of LS in One of Primary Tamil School Malaysia will be discussed in this article.

Enhancing the Pupils’ Discovery Approach in Teaching Water Cycle to the Grade 3 Pupils: A Lesson Study Based Approach Pagara, Charity Rose Absin; Rapadas, Fritzie C; C. Nara, Edzel Marie; B. Puentenegra, Marlae Natalie; M. Galarpe, Arbe Joe; A. Paclar, Fetish Kayle; U. Onting, Mary Gretel; Ubanan, Luzminda C; Naive, Pauline M; Peralta, Rubylinda E
Journal of Learning Improvement and Lesson Study Vol. 2 No. 2 (2022): JLILS (December Edition)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jlils.v2i2.24

This collaborative study was designed to enhance the discovery skills of Grade 3 pupils. There were 38 participants and data were collected from recorded virtual brainstorming sessions, observation notes, and Online Classroom Actual Implementation of Lesson design conducted in two cycles. It has 2 cycles with the second cycle having an improved version of the lesson plan. Results showed that there were more pupils who generated answers based on the discovery approach in the 2nd cycle of lesson implementation using the refined version of the lesson plan. Furthermore, results of the formative test during the second cycle indicates the benefit of lesson study in enhancing the discovery skills of the pupils leading to mastery of the lesson concept. The teachers’ inquiry-based instruction was a factor considered to improve the pupils’ discovery skills. Hence, through lesson study, the factors were identified to help improve the pupils’ discovery skills.

Improving Thematic Learning Outcomes on Number Place Value using the Demonstration Method and Glass Media Meda Aldila; R. Hariyani Susanti
Journal of Learning Improvement and Lesson Study Vol 2 No 2 (2022): JLILS (December Edition)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jlils.v2i2.25

This research is motivated by the poor learning outcomes of the first-grade students at SDN Grogol Utara 09. So far, in learning Mathematics, teachers only emphasize cognitive aspects. Where the teacher explains a lot of material and gives questions to students without paying attention to how well students understand the subject. This in turns push the students to get bored quickly and are not enthusiastic about learning. As a result, interest and learning outcomes in mathematics decrease. The purpose of this study was to find out whether student learning outcomes have increased in terms of place value in numbers using the demonstration method and glass media in grade 1 students at SDN Grogol Utara 09. This research was conducted in two cycles on the material place value in numbers. Based on the results of the improvement, it turned out that it was able to increase the achievement of grade 1 students at SDN Grogol Utara in Mathematics. It was proven by obtaining the class average scores in the 1st cycle improvement, namely 62.5 and 79.5 in the 2nd cycle improvement. It was stated that there was an increase of 17 points. Thus, the use of the Demonstration method with glass media in learning Mathematics about determining place value in numbers turns out to be able to improve grade 1 student achievement at SDN Grogol Utara 09 in Mathematics

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Editorial Address Jl. Prof. Dr. Hamka Air Tawar Padang, West Sumatra.

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Contact Name
Nofrion

Contact Email
nofrion@fis.unp.ac.id

Phone
-

Journal Mail Official
jlils@unp.ac.id

Editorial Address
Jl. Prof. Dr. Hamka Air Tawar Padang, West Sumatra.

Location
Kota padang,

Sumatera barat

INDONESIA