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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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Teacher Feedback and Wait-Time in Primary Science Classroom Dialogue: A TBLA Study Dessy Norma Juita; Venna Puspita Sari; Laely Farokhah
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.v6i1.216

Abstract

This study explores how teacher feedback and wait-time shape the quality of classroom dialogue in primary science learning. Using a qualitative descriptive approach with Transcript-Based Lesson Analysis (TBLA), the study involved one sixth-grade science teacher and 19 students in an urban primary school in Tangerang Selatan, Indonesia. Data were collected through audio-visual recordings of three science lessons, classroom observations, and semi-structured interviews. The findings showed that accepted feedback was the most dominant type, mainly functioning to confirm students’ responses and maintain classroom flow. Modified feedback contributed more significantly to extending dialogue through probing questions and clarification prompts. Short wait-time tended to produce rapid and simple responses, whereas extended wait-time supported elaboration, reflection, and deeper reasoning. Furthermore, feedback and wait-time jointly contributed to the transformation of conventional IRF patterns into more dialogic IRFRF interaction sequences characterized by elaboration, reciprocity, reflection, and collaborative reasoning in primary science classroom discourse
Enhancing Students’ Computational Thinking Skills through Digital Ethnomathematics Learning with ECOPEDIA Halimah Nur Agustin; Neni Mariana; Tatag Yuli Eko Siswono
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.v6i1.219

Abstract

This study investigated the improvement of students’ computational thinking abilities through the implementation of digital ethnomathematics instruction supported by the ECOPEDIA platform. A quantitative methodology was adopted, employing a quasi-experimental pretest-posttest control group design. The research involved two class groups, namely an experimental cohort and a comparison cohort. The primary data collection tool was a computational thinking assessment, which had undergone validity and reliability testing prior to use. Based on the analysis, the experimental group’s mean score rose from 50.7 at pretest to 84.8 at posttest. The Independent Sample T-Test revealed a statistically meaningful difference between the two groups (p < 0.05). Furthermore, the experimental class achieved an N-Gain of 0.69, falling into the moderate category and surpassing that of the control class. In light of these results, the ECOPEDIA-based digital ethnomathematics approach proved to be more effective than conventional teaching methods in this particular sample (Cohen’s d = 0.82, indicating a large effect size). These outcomes suggest that culturally grounded digital media can serve as a promising instructional alternative for fostering 21st-century competencies, although further studies with broader sampling are recommended to confirm the generalizability of these findings
Cognitive Levels and Material Quality of Reading Comprehension Questions in the Grade XI English for Change Textbook Intan Karima Zahra; Tryanti Abdulrahman; Hana Amanda Putri
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.v6i1.220

Abstract

This study aims to analyze the cognitive levels and material quality of reading comprehension questions in the English for Change Grade XI textbook. In response to concerns that English textbooks tend to emphasize lower-order thinking skills (LOTS), this study examines the extent to which the questions support students’ cognitive development and reflect effective principles of language learning materials. A qualitative content analysis design was employed to analyze 30 reading comprehension questions from five chapters. Cognitive levels were classified using Bloom’s Revised Taxonomy, while material quality was evaluated based on Tomlinson’s principles of language learning materials development. The integration of these frameworks offers a multidimensional evaluation of reading comprehension questions, considering both cognitive demands and pedagogical quality. The findings show that most questions target Understanding (53.3%) and Remembering (33.3%), with minimal representation of higher-order thinking skills (HOTS). Cognitive Engagement was dominant (94%), whereas Communicative Purpose, Self-Investment, and Learner Relevance received limited attention. The study highlights reading comprehension questions as cognitive and pedagogical tools that support meaningful learning and higher-order thinking development in EFL contexts
Art, Ecopedagogy and Digital Media for Environmental Awareness in Elementary Schools: A Narrative Review Niswatun Khalim; Nurul Istiq’faroh; 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.v6i1.221

Abstract

This narrative literature review examines environmental education in elementary schools, with a particular focus on making learning more contextual, engaging, and connected to students' lived experiences. Climate change is often perceived as an abstract phenomenon, rendering conceptual explanations alone insufficient for fostering meaningful understanding among young learners. This review synthesizes 15 literature sources, comprising 12 empirical studies (including research and development, pre-experimental, classroom action research, and mixed-methods studies), 2 conceptual articles, and 1 global policy report, published between 2017 and 2025. The sources address teaching materials, digital media, ecopedagogy, ecoliteracy, STEAM-PjBL, and arts-based environmental education. Literature selection was conducted through purposive sampling with clearly defined inclusion and exclusion criteria, followed by thematic analysis to identify convergent patterns, divergent findings, and research gaps across the corpus. The findings indicate that supplementary teaching materials, interactive e-modules, game-based E-LKPD, and digital media enhance student engagement by presenting content visually, interactively, and in alignment with elementary learners' developmental characteristics. Ecopedagogical and ecoliteracy approaches further support students in understanding environmental issues, cultivating concern, and translating awareness into tangible actions. Art integration provides expressive and affective entry points, enabling students to engage emotionally with environmental challenges and develop deeper comprehension of climate change. The main contribution of this review is a triadic conceptual framework that integrates art, ecopedagogy, and innovative digital media to foster environmental awareness among elementary school students, a synthesis that addresses a gap in existing literature where these three dimensions have largely been examined in isolation.
Integrating the Ethno-STEAM-Based Si PURI Worksheet to Foster Critical Thinking Skills among Fourth-Grade Elementary School Students in Indonesia Ririn Purnawati; Suryanti Suryanti; Neni Mariana
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.v6i1.222

Abstract

Critical thinking skills among Indonesian elementary students remain limited, largely because contextual teaching materials integrating local wisdom are rarely available. This study developed the Si PURI worksheet through an Ethno-STEAM approach to improve fourth-grade students’ critical thinking skills. Its novelty lies in incorporating pupur, a traditional Javanese powder-based skincare practice, into a structured worksheet integrating science through the chemistry of natural ingredients, technology through processing tools, engineering through production procedures, arts through cultural aesthetics, and mathematics through measurement and proportion. This topic has not previously been explored in elementary Ethno-STEM or Ethno-STEAM worksheets. The study employed the ADDIE development model, consisting of Analysis, Design, Development, Implementation, and Evaluation. Participants were 23 fourth-grade students at SD Negeri 017 North Sangatta, East Kutai Regency, East Kalimantan. Data were collected through expert validation, accessibility questionnaires, and critical thinking tests administered before and after implementation. Quantitative analysis included validity and accessibility percentages, N-Gain calculations, and the Wilcoxon Signed Ranks Test. Results showed that the worksheet achieved an average validity score of 82.33%, categorized as very valid. Accessibility reached 85.62% based on evaluations from 23 students and five teachers, indicating a very good category. Effectiveness was demonstrated by an average score increase from 59.43 to 77.96, with a class N-Gain of 0.46 in the medium category. The Wilcoxon test indicated a significant difference between pretest and posttest scores (p = 0.000), while 43.5% of students reached the high improvement category. Therefore, the Si PURI worksheet is valid, accessible, and effective for fostering critical thinking skills.
Development of Google Sites-Based Interactive Learning Media on Historical Relics Material for Fourth Grade Elementary School Students Suyanti Suyanti; Dian Nur Antika Eky Hastuti; Eka Nofri Ariyanto; Silvia Pritama
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.v6i1.223

Abstract

This study aimed to develop interactive web-based learning media on historical relics material for fourth-grade elementary school students and to examine the feasibility and practicality of the developed media. The study employed a Research and Development (R&D) approach using the ADDIE model, consisting of Analysis, Design, Development, Implementation, and Evaluation stages. The validators involved in this study consisted of two subject matter experts, one language expert, and one media expert. The practicality test subjects included one fourth-grade teacher and eight fourth-grade students of SDN Banjarejo. The subjects were selected using purposive sampling techniques based on the needs of the study. Data were collected through observation sheets and questionnaires, while data analysis was conducted using descriptive percentage analysis based on a Likert scale. The developed learning media integrated Google Sites with Canva, Wordwall, and YouTube to support interactive learning activities. The validation results showed an average feasibility score of 95.67%, categorized as highly feasible, while the practicality test results from the teacher and students obtained an average score of 95.47%, categorized as highly practical.The developed learning media received positive responses from teachers and students and was considered highly practical to support the learning process
Adaptive Gamified Coding Learning Model to Increase Engagement and Computational Thinking Skills in Junior High Budi Tri Cahyono; Suparmi; Enggar Jati Sasongko
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.v6i1.224

Abstract

Computational thinking in the digital era encourages integrating coding education into junior high school curricula. This study examines the effectiveness of an adaptive gamified coding-based learning model in creating a more personalized and engaging learning experience. The model integrates adaptive strategies, gamification elements, and interactive challenges to enhance student motivation and participation. Using a quasi-experimental design, data were collected through engagement questionnaires and computational thinking tests. Results show an 87% improvement in computational thinking skills in the experimental group, compared to 13% in conventional learning. A positive relationship between engagement and computational thinking was also identified, indicating benefits for cognitive development and learning motivation. Additionally, a positive relationship was identified between student engagement and computational thinking ability. These results suggest that integrating adaptive learning and gamification effectively supports both cognitive development and learning motivation. This study contributes to advancing innovative learning models relevant to digital-era education
Evaluation of the Equivalency Education Program at PKBM Insan Mandiri Using the Kirkpatrick Model Rista Ayudya Hapsari; Yudan Hermawan
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.v6i1.225

Abstract

Equivalency education programs serve as a crucial bridge for individuals marginalized by formal schooling. This study evaluates the equivalency education program at PKBM Insan Mandiri using the Kirkpatrick model (reaction, learning, behavior, and results). Employing a qualitative descriptive approach, data were collected via observation, documentation, and interviews with nine informants (four learners, four tutors, and one PKBM head). Data analysis utilized an interactive model of reduction, display, and conclusion drawing. Findings reveal that at the reaction level, learners express satisfaction with methods and tutor interactions. At the learning level, participants show improved knowledge, skills, and attitudes. At the behavior level, positive changes in discipline, responsibility, and social participation emerge. Finally, at the results level, the program demonstrates positive outcomes in supporting participants’ academic and economic independence. Thus, the program plays a constructive role in human resource development. Recommendations include strengthening digital facilities and continuous tutor training to optimize learning outcomes.
Improving Children’s Concentration Through Graded Puzzle Games in Group B at KB Nurul Huda Anis Anis; M Arif Syarif H; Andi Ali Kisai
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.v6i1.227

Abstract

This study aims to improve the concentration skills of early childhood students through the use of graded puzzle materials at Nurul Huda Kindergarten. The research design employed was Classroom Action Research based on the Kemmis and McTaggart model, conducted systematically over multiple cyclical phases. Each cycle comprised the integrated stages of planning, implementation, observation, and reflection. The subjects in this study consisted of children in Group B aged five to six years. Data collection was conducted through structured observation and documentation. To ensure a comprehensive measurement basis from the outset, the observation instruments utilized targeted observation sheets designed to systematically track behavioral changes. The measurement was strictly anchored on key concentration indicators, which included the children’s attention span, their persistence in completing tasks, their ability to follow instructions, and their overall engagement in learning activities. The intervention was guided by a predefined success criterion, which mandated that the study would be deemed successful only when a clear majority of the classroom cohort successfully reached the expected and advanced developmental categories. Data analysis used a quantitative descriptive approach to track developmental transformations across the research phases. The results of the study indicate a gradual and consistent improvement in the children’s concentration skills at each stage of the intervention. From the initial pre-cycle baseline condition, the proportion of children reaching the expected developmental categories rose steadily in the first cycle and culminated in meeting the established success criteria during the final cycle. These qualitative behavioral shifts indicate that the progressive difficulty curve embedded within the graded puzzle materials effectively helped children expand their focus, follow teacher instructions more adaptively, and complete structural tasks with greater perseverance while minimizing cognitive boredom. Based on these results, it can be concluded that graded puzzle materials serve as an effective alternative learning strategy to optimize attention control and independent problem-solving skills in young children
The Use of Artificial Intelligence (AI) in Chemistry Education: Exploring The Influence Of Curriculum Structure Margarita Claudya Maida; Ifan Rivaldo; Nurhamida Anar; Putri Permatasari
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.v6i1.229

Abstract

The integration of Artificial Intelligence (AI) in higher education has not been accompanied by in-depth studies examining curriculum structure as a moderating factor in its adoption patterns. This survey-based descriptive quantitative study explored the utilization of AI among chemistry students and correlated it with curriculum characteristics across different student cohorts. Using purposive sampling technique, this research involved 162 students from the Department of Chemistry at Universitas Negeri Padang of the year 2021-2025. Questionnaire data were analyzed using descriptive statistics and cross-tabulation. The findings confirmed the total adoption (100%) of AI among all participants, with usage intensity dominated by occasional and frequent categories. ChatGPT emerged as the most dominant platform, followed by Perplexity AI and Google Gemini. This research revealed a functional differentiation of AI across curriculum stages. Early-year students relied on AI for understanding abstract concepts, whereas final-year students used AI predominantly for research support, reflecting different cognitive and academic demands.

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