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Journal of Learning Improvement and Lesson Study
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 90 Documents
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Integration of Character Values in Cultural Arts Learning in Elementary Schools Yulia Septi Wahyuni; Yesika Novita Rahmi; Nurhanifa Tamba; Dini Susanti
Journal of Learning Improvement and Lesson Study Vol. 5 No. 2 (2025): JLILS (December Edition)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jlils.v5i2.183

Abstract

This study analyzes the integration of character values in Cultural Arts learning in elementary schools, teacher strategies for instilling these values, and students’ behavioral responses and development. A descriptive qualitative approach was used with 3 Cultural Arts teachers and 78 fourth- and fifth-grade students, purposively selected. Data were collected through 12 observation sessions using a character values observation sheet, semi-structured interviews, and documentation including lesson plans (RPP), activity photos, and student artworks. Data were analyzed thematically through reduction, presentation, and conclusion drawing, with validity strengthened by source triangulation and member checking. The results indicate that the integration of character values—discipline, responsibility, cooperation, and cultural appreciation—consistently appeared in classroom activities. The most effective teacher strategies included group art projects, reflective discussions, introduction of local artifacts, and teacher role modeling. Empirical evidence showed an increase in students’ ability to appreciate peers’ work (78%), participation in discussions on local cultural symbols (70%), and student responsibility (66%), along with a decrease in disciplinary issues. These findings confirm that character-based Cultural Arts learning provides meaningful learning experiences and can serve as a model for character education implementation in elementary schools.
a Critical Analysis of the Implementation of Deep Learning Policy at Elementary School Level in Indonesia Fahmi Imron, Ilmawati; Hadi, Syamsul; Dewi, Radeni Sukma Indra
Journal of Learning Improvement and Lesson Study Vol. 5 No. 2 (2025): JLILS (December Edition)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jlils.v5i2.187

Abstract

This study critically examines the implementation of the Deep Learning policy in Indonesian elementary schools by comparing the directives of Permendikdasmen No. 13 of 2025 with empirical findings from a systematic literature review. The review explores how the policy’s vision of mindful, meaningful, and joyful learning aligns with classroom realities. Using a structured analysis of selected studies published between 2020 and 2025, the findings reveal persistent gaps between policy expectations and practice, including limited teacher understanding, inconsistent implementation, and inadequate infrastructure, particularly in rural contexts. These gaps hinder the development of critical thinking, creativity, collaboration, and reflective learning that the policy envisions. The study concludes that strengthening teacher competence, improving school support systems, and ensuring equitable digital infrastructure are essential for achieving meaningful implementation. Readers are encouraged to reflect on how systemic alignment can transform policy intentions into genuine learning experiences.
Analysis Policy Digitalization of Education Eldiana, Novia Frisda; Hadi, Syamsul; Sukma Indra Dewi , Radeni
Journal of Learning Improvement and Lesson Study Vol. 5 No. 2 (2025): JLILS (December Edition)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jlils.v5i2.188

Abstract

This study analyzes the gap between ambition and the implementation of policy digitalization in basic education in Indonesia. Aims to evaluate the effectiveness of equity and governance strategies, research. This uses the Systematic Literature Review (SLR) method with the PICOC framework against 17 articles from reputable journals and documents policy strategies for the 2019–2025 period. Study results reveal the existence of paradox technology: even though Indonesia has solid laws, such as the National Education System Law and Presidential Instruction No. 7 of 2025, as well as achievements in administrative tall in data integration through Dapodik and distribution devices, approach uniform implementation​ fails to accommodate disparity in infrastructure in the 3T region. This, in turn, widens the digital divide between areas. In addition, the high adoption of the Independent Teaching Platform (PMM) is seen as a success, more pseudo-driven by pressure, compliance, administrative and bureaucratic factors than by pedagogical motivation, which creates a cognitive burden for teachers. As solutions, research recommends reorienting governance through an infrastructure strategy, an asymmetric hybrid model, reinforcement of competence in digital leadership at the head of the school, and an adoption scheme financing cycle to life to ensure the sustainability of assets. In conclusion, the national digital transformation must quickly shift from merely modernizing administrative systems to implementing substantive changes to provide quality education.
The Influence of the MURDER Learning Strategy on Understanding of IPAS in Grade V of SD AL-Azhar 1 Bandar Lampung Nada Naurah Putri Azizah; Yuberti; Hasan Sastra Negara
Journal of Learning Improvement and Lesson Study Vol. 5 No. 2 (2025): JLILS (December Edition)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jlils.v5i2.194

Abstract

The low understanding of science concepts among elementary school students remains a problem influenced by teacher-centered learning. This condition requires the implementation of learning strategies that can activate students' cognitive processes systematically. This study aims to analyze the effect of the MURDER learning strategy assisted by Wordwall media on the understanding of science concepts in fifth grade students. The study used a quantitative approach with a quasi experimental design of the pretest–posttest control group type. The research sample consisted of 52 students divided into an experimental class and a control class. Data were collected through a concept understanding test and analyzed using an independent t-test. The results showed a significant increase in concept understanding in the experimental class compared to the control class. This finding confirms that a structured cognitive learning strategy supported by interactive media is effective in significantly improving the understanding of science concepts.
The Implementation of The Everyone is Teacher Here Model Using Short Card media to Improve the Student Learning Achievement and Activities Anggraini, Lisa; Yanti, Wita Tri
Journal of Learning Improvement and Lesson Study Vol. 5 No. 2 (2025): JLILS (December Edition)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jlils.v5i2.196

Abstract

This study aims to improve the Biology learning achievement and to overcome the student boredom through the application of the Everyone Is Teacher Here (EITH) learning model using Short Card media on the Kingdom Animalia material. This study used the Classroom Action Research (CAR) with 4 stages: planning, implementation, observation, and reflection. The subjects of the study were 34 students of grade X at one of the State Senior High School 2 Sungai Penuh. The study was conducted in three cycles. The data were collected by using the learning outcome tests, observation of the teacher skills and student activities, and documentation. Then, these data were analyzed descriptively, quantitatively and qualitatively. The results showed that the classical learning completeness increased from 50.00% in Cycle I to 73.53% in Cycle II, and reached 88.24% in Cycle III. The student activities and the teacher skills also increased to reach the very good category. Thus, it can be concluded that the application of the EITH model using Short Card is effective in improving the learning achievement and overcoming the student boredom on the material of Kingdom Animalia
Improving Mathematical Problem-Solving Ability through Project-Based Learning in Elementary Linear Algebra: A Study of Mathematics Education Students Rosi, Rosi Widia Asiani; Susi, Susi Marisa; Indah, Indah Nurul Hazairin; Sherli, Sherli Permata; Cut, Cut Multahadah; Fitri, Yuliana Safitri
Journal of Learning Improvement and Lesson Study Vol. 5 No. 2 (2025): JLILS (December Edition)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jlils.v5i2.197

Abstract

Elementary Linear Algebra covers the study of matrices and vectors. One practical application of matrix concepts in daily life and technology is the Hill Cipher cryptosystem. Cryptography is the science of securing confidential messages, while the Hill Cipher is a cryptographic method that uses matrices in the encryption process. The Hill Cipher can be applied as a project in Project-Based Learning (PjBL) for the Elementary Linear Algebra course, particularly in the topic of matrices, with the aim of improving students’ problem-solving abilities. This approach serves as an alternative to the conventional learning methods commonly used. Through the implementation of PjBL, it is expected that the course learning outcomes can be achieved and that students will become more creative and innovative in solving problems. This study is a quantitative research with quasi experimental design conducted on third-semester students of the 2023/2024 academic year in the Mathematics Education (Tadris Matematika) program, Faculty of Tarbiyah and Teacher Training, UIN Sulthan Thaha Saifuddin Jambi. Observation sheets were used to examine the implementation of the PjBL model, including the alignment between the learning process and the syntax and principles of PjBL, as well as the effectiveness of the projects used. Tests were administered to measure students’ mathematical problem-solving ability after the implementation of the PjBL model, in the form of essay questions referring to indicators of mathematical problem-solving ability. The effect of the effectiveness of the PjBL implementation  to improve students problem-solving ability was analyzed using the N-gain test on the results of the mathematical problem-solving ability test. The obtained N-gain score was 0.5786, which falls into the moderate category, indicating that the PjBL model is moderately effective to improve problem solving ability.
Analysis of Scientific Literacy among Fifth-Grade Students in the Context of Ecological Citizenship Windha Ana Sevia; Wahono Widodo; Andi Kristanto; Suryanti Suryanti
Journal of Learning Improvement and Lesson Study Vol. 6 No. 1 (2026): JLILS (June Edition)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jlils.v6i1.195

Abstract

This study aimed to analyze the scientific literacy of fifth-grade students at SDN Airlangga I/198 Surabaya within the framework of ecological citizenship, operationalized through four dimensions; (1) ecological foundations, (2) conceptual awareness, (3) investigation and evaluation, and (4) action skills. A mixed-methods descriptive design was conducted involving 30 fifth-grade students through purposive sampling. Data were collected using a validated 10-item multiple-choice scientific literacy test aligned with three PISA indicators; explaining phenomena scientifically (SL1), evaluating and designing scientific enquiry (SL2), and interpreting data and evidence scientifically (SL3). The qualitative data gathered through classroom observations and semi-structured interviews. Data were analyzed using descriptive statistics for the test results and thematic analysis for observational and interview data. The results showed a moderate overall mean score (52.3%), with SL1 and SL3 also categorized as moderate (56.7% and 57.5%, respectively), while SL2 was notably low (41.0%). These findings indicate that students performed better in explaining scientific phenomena and interpreting data, while inquiry-related skills remained limited. Observations and interviews also revealed that students had basic conceptual understanding but still lacked analytical and inquiry skills. This study provides a foundational assessment linking scientific literacy and ecological citizenship at the elementary level in Indonesia, addressing a gap in existing research.
Can Inquiry-Based Learning Effectively Improve Vocational High School Students’ Critical Thinking and Conceptual Understanding? Ghanifa Khoirul Khasanah; Nurhening Yuniarti; Irdayanti Binti Mat Nashir
Journal of Learning Improvement and Lesson Study Vol. 6 No. 1 (2026): JLILS (June Edition)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jlils.v6i1.213

Abstract

Modern industrial demands require vocational students to possess high-level analytical skills, making existing conceptual gaps in fundamental engineering laws a critical challenge. This study evaluates Inquiry-Based Learning in improving critical thinking and conceptual understanding of Ohms Law. While the Wilcoxon Signed-Rank Test measures within-group shifts, this quasi-experimental study utilizes a two-stage cluster random sampling technique and applies the Mann-Whitney test to compare cross-group gains among seventy-two participants. Data gathered via multiple-choice and analytical essay instruments revealed significant post-intervention gains favoring the inquiry class, further validated by a large experimental effect size value of minus zero point five rather than a solitary probability metric. Structured scientific inquiry effectively bridges abstract electrical theory with robust diagnostic competencies, prompting researchers to reconsider how statistical gain comparisons can definitively reshape traditional, lecture-based regimes in technical education
Critical Thinking and the Construction of Scientific Literacy in the Problem-Based Learning (PBL) Model at Elementary Schools: An Integrative Literature Review Asih Wulansari; Ratna Ekawati; Sri Rahayuningsih; Riska Pristiani; Slamet Arifin
Journal of Learning Improvement and Lesson Study Vol. 6 No. 1 (2026): JLILS (June Edition)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jlils.v6i1.214

Abstract

International assessments show that Indonesian elementary students’ scientific literacy remains low, while classroom practices still emphasize rote learning. This integrative literature review synthesizes the theoretical relationship among Problem-based Learning (PbL), critical thinking, and scientific literacy at the elementary level. Searches in Google Scholar, ERIC, and ScienceDirect identified 127 articles, of which ten peer-reviewed studies met the inclusion criteria. Content analysis revealed three main findings. First, PbL improves critical thinking and scientific literacy, with score gains of 15–25 points and N-gain values of 0.20–0.55. Second, PbL functions as the pedagogical vehicle, critical thinking as the cognitive engine, and scientific literacy as the learning outcome. Third, successful implementation depends on worksheet quality, teacher facilitation, group effectiveness, problem relevance, and time allocation. The study proposes a conceptual framework linking PbL’s five stages with Ennis’s sixteen critical-thinking indicators, providing a theoretical foundation for educators, researchers, and curriculum developers in practice
Integrating Traditional Fish-Processing Ethnoscience and Digital Interactive Boards in Deep Learning to Enhance Coastal Elementary Students’ Scientific Literacy Trisniati; Aynin Masfufah; Ratna Ekawati; Riska Pristiani; Slamet Arifin
Journal of Learning Improvement and Lesson Study Vol. 6 No. 1 (2026): JLILS (June Edition)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jlils.v6i1.215

Abstract

The Programme for International Student Assessment (PISA) 2022 reported that Indonesia's science literacy score reached only 383, placing the country 67th out of 81 participating nations, with students in coastal areas facing even greater challenges due to limited access to contextual learning resources. Science instruction in coastal elementary schools remains predominantly theoretical and disconnected from students' daily experiences with marine resources, while local wisdom in traditional fish processing, rich in scientific principles such as osmosis, evaporation, and fermentation, has yet to be systematically integrated into the curriculum. This literature study aims to analyze the integration of traditional fish processing ethnoscience and digital interactive boards within the deep learning framework to enhance science literacy among coastal elementary school students. The study employed a qualitative literature review approach, with data collected from ten relevant articles published between 2015 and 2026, sourced from Google Scholar, ERIC, and ScienceDirect, and analyzed using content analysis techniques. The findings reveal three key contributions: first, traditional fish processing practices contain scientific concepts that can be reconstructed into contextual learning materials; second, digital interactive boards effectively facilitate visualization, simulation, and collaboration essential for deep learning; and third, the synergy between ethnoscience and digital technology within the deep learning framework offers a holistic pedagogical model. The study's primary contribution is the formulation of a conceptual framework demonstrating that the simultaneous integration of ethnoscience, digital interactive boards, and deep learning principles, mindful, meaningful, and joyful learning, can serve as an evidence-based pedagogical strategy to bridge the gap between formal science education and the socio-cultural realities of coastal communities, thereby offering a practical reference for developing contextual science instruction in similar settings

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