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Journal of Lesson Study and Teacher Education
Published by Lembaga LitbangMu Jawa Tengah
ISSN : 29646529     EISSN : 28285954     DOI : https://doi.org/10.51402/jlste
Core Subject :
Focus JLSTE aims to present and discuss critical issues and innovations in the fields of lesson study and teacher education. The journal facilitates the global dissemination and exchange of ideas among researchers, educators, and scholars, addressing educational challenges within both local and global contexts. We warmly welcome original contributions and interdisciplinary studies from various academic traditions across a wide range of educational disciplines. Scope Economics and Business Education Mathematics and Natural Sciences Education Language and Literature Education Social Sciences Education Sports and Health Education Visual Arts, Dance, Music, and Design Education Vocational and Engineering Education
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Articles 66 Documents
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MENINGKATKAN KETERAMPILAN BERBICARA MELALUI PROBLEM-BASED LEARNING DAN SNAKES AND LADDERS Galuh Agliesta Erawati; Siti Aimah; Margaretha Rulik
Journal of Lesson Study in Teacher Education Vol. 3 No. 2 (2024): Volume 3 No 2 2024
Publisher : LitbangMu Jawa Tengah and Teacher Professional Education UNIMUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51402/jlste.v3i2.139

Abstract

This study aims to enhance the English speaking skills of 12th-grade students at SMA N 15 Semarang on the topic of social media effects through the Problem-Based Learning (PBL) model combined with the Snakes and Ladders game. Conducted in two cycles, each consisting of planning, implementation, observation, and reflection stages, the study showed significant improvements. The average speaking score increased from 63 in the pre-test to 72 in Cycle I, and further to 75 in Cycle II. Additionally, students achieving the minimum passing grade (KKM) rose from 60% in Cycle I to 80% in Cycle II. The interactive approach of PBL and Snakes and Ladders fostered active participation and confidence, demonstrating the effectiveness of integrating games and problem-solving strategies to improve engagement and speaking proficiency.
PENERAPAN DISCOVERY LEARNING BERBANTUAN MEDIA BOLA, BALON, DAN TTS UNTUK MENINGKATKAN AKTIVITAS BELAJAR PESERTA DIDIK Inca Pritonasya Milaningsih; Eny Winaryati; Dwi Anggraeni Ristanti
Journal of Lesson Study in Teacher Education Vol. 3 No. 2 (2024): Volume 3 No 2 2024
Publisher : LitbangMu Jawa Tengah and Teacher Professional Education UNIMUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51402/jlste.v3i2.140

Abstract

This study aims to improve the learning activities of Class XI-5 students at SMA Negeri 15 Semarang in chemistry lessons by implementing the discovery learning model assisted by teaching aids (balls and balloons) and crossword puzzle (TTS) media. Initial observations identified several issues, including low student activity levels, averaging only 37.22%, lack of enthusiasm during lessons, and minimal attention during group presentations. Additionally, the teacher faced time constraints in providing in-depth explanations, making it challenging for students to understand abstract chemistry concepts. This study employed the Classroom Action Research (CAR) method using the Kemmis and McTaggart model, consisting of four main components: planning, action, observation, and reflection. In Cycle I, the use of teaching aids and media in the discovery learning model effectively increased activity to 50.48%, though it did not meet the target. Improvements were implemented in Cycle II with more interactive learning methods, such as crossword puzzles, which increased the average activity level to 87.71%, surpassing the success criterion of 80%.
PENGARUH MODEL TEAM GAMES TOURNAMENT (TGT) TERHADAP KEMAMPUAN KOLABORASI PESERTA DIDIK KELAS XII-C2 DI SMA NEGERI 11 SEMARANG PADA MATERI REAKSI REDUKSI DAN OKSIDASI Nur Fauziah; Endang Triwahyuni Maharani; Tuti Hendrawati
Journal of Lesson Study in Teacher Education Vol. 3 No. 2 (2024): Volume 3 No 2 2024
Publisher : LitbangMu Jawa Tengah and Teacher Professional Education UNIMUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51402/jlste.v3i2.141

Abstract

This study aims to determine the effect of the Team Games Tournament (TGT) model on the collaboration skills of the XII-C2 grade students at SMA Negeri 11 Semarang on the topic of reduction and oxidation reactions. The research method used is a mixed method with a Classroom Action Research (CAR) design. The steps of this Classroom Action Research include plan, act, observe, and reflect. The implementation period of the Classroom Action Research is from October 18, 2024, to November 19, 2024. The subjects of this research are 36 students from class XII-C2 at SMA Negeri 11 Semarang. The technique for collecting data is the observation technique. The quantitative data analysis techniques used are descriptive statistics and the Paired T-Test. This data analysis is conducted to test the effect of the TGT model on students' collaboration skills. The research indicating a significant improvement in the collaboration skills of class XII-C2 students using the TGT learning model implemented in cycle 2. Based on anecdotal records, students with high collaboration skills tended to be active in participating in learning during cycles 1 and 2. On the other hand, students with low collaboration skills need more support and guidance from the teacher.
Meningkatkan Kemampuan Menulis Teks Argumentatif dalam Bahasa Inggris melalui Collaborative Learning Dyah Laila Safriani; Siti Aimah; Rulik Dwiyamtini
Journal of Lesson Study in Teacher Education Vol. 3 No. 2 (2024): Volume 3 No 2 2024
Publisher : LitbangMu Jawa Tengah and Teacher Professional Education UNIMUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51402/jlste.v3i2.142

Abstract

This study aims to improve the argumentative text writing skills of Grade XII B3 students at SMA Negeri 15 Semarang through Collaborative Learning using the Jigsaw model and Peer Feedback. The research adopts a Classroom Action Research (CAR) approach. The subjects of the study were 33 regular students in the first semester of the 2024/2025 academic year. The results indicate a significant improvement in students' writing skills. The initial average score was 60.9, with a mastery level of 39.39% (13 students achieving mastery). After the first cycle, the average score increased to 79.8, with a mastery level of 63.63% (21 students achieving mastery). By the second cycle, the average score reached 84.8, with a mastery level of 78.79% (26 students achieving mastery). These improvements reflect the effectiveness of the Jigsaw model in fostering collaboration and the role of Peer Feedback in providing constructive responses. The findings suggest that collaborative learning enhances critical thinking, self-confidence, and writing skills among students. This model also strengthens interactions among students through group collaboration and intensive discussions. The study recommends the application of Collaborative Learning models in other subjects to promote the development of 21st-century skills, such as critical thinking, communication, collaboration, and creativity.
PENERAPAN MODEL TEAMS GAMES TOURNAMENT UNTUK MENINGKATKAN MOTIVASI BELAJAR KIMIA PESERTA DIDIK Devi Putri Heryati; Eny Winaryati; Desiana Heryani
Journal of Lesson Study in Teacher Education Vol. 3 No. 2 (2024): Volume 3 No 2 2024
Publisher : LitbangMu Jawa Tengah and Teacher Professional Education UNIMUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51402/jlste.v3i2.143

Abstract

This study aims to increase student learning motivation in the chemistry learning in grade XII A-2 SMAN 15 Semarang using Teams Games Tournament learning model. This type of research is classroom action research according to Kemmis and McTaggart, which includes (1) planning stages, (2) action, (3) observation, and (4) reflection. The subjects in this study were XII A-2 grade students at SMAN 15 Semarang for the 2024/2025 school year, a total of 32 students. Data collection methods used in this study were observation and documentation. The instruments used in this study were student activity observation sheets and interview, directly or with questionnaires. Data analysis techniques using descriptive qualitative data analysis. The results showed that by providing student activity, the application of the Teams Games Tournament (TGT) learning model could increase student learning motivation in the chemistry learning process in grade XII A-2 SMAN 15 Semarang.
Penerapan Model Project Based Learning Sebagai Upaya Meningkatkan Motivasi dan Prestasi Belajar Kimia Siswa Kelas XII Wiji Dwi Utami; Andari Puji Astuti; Yuyun Eka Wardani
Journal of Lesson Study in Teacher Education Vol. 3 No. 2 (2024): Volume 3 No 2 2024
Publisher : LitbangMu Jawa Tengah and Teacher Professional Education UNIMUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51402/jlste.v3i2.144

Abstract

This research is classroom action research carried out in two cycles. Each cycle consists of action planning stages, action implementation, observation/data collection and reflection. The research subjects were students in class XII-5 of SMA Negeri 4 Semarang for the 2024/2025 academic year. This research aims to increase student motivation and learning achievement in chemistry subjects on the concept of Electrochemical Cells. To achieve this goal, researchers applied the Project Based Learning learning model by creating a simple experimental or practicum project. The instruments used in this classroom action research are learning motivation questionnaires, video documentation and cognitive tests. The research results show that the average percentage of student learning motivation in the pre-cycle was 64.8%, then in cycle 1 it increased to 91% and cycle 2 to 95.6%. Meanwhile, the data on student learning achievement after taking action by applying the Project Based Learning model in cycle 1, the average was 83, then in cycle 2 it became 76. The chemistry learning achievement of these students experienced a decline due to several reasons, namely in cycle 2 the material discussed are Electrolysis Cells and Faraday's Law, where the content is more complex and students do not fully understand the prerequisite material.
PENINGKATAN MOTIVASI BELAJAR PESERTA DIDIK MELALUI PENERAPAN MODEL PEMBELAJARAN CORE DI KELAS X SMA NEGERI 15 SEMARANG Muhammad Naufal Majid; Eny Winaryati
Journal of Lesson Study in Teacher Education Vol. 3 No. 2 (2024): Volume 3 No 2 2024
Publisher : LitbangMu Jawa Tengah and Teacher Professional Education UNIMUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51402/jlste.v3i2.145

Abstract

This study aims to identify and improve students' learning motivation through the implementation of the CORE learning model based on an active and collaborative learning approach. This study was conducted in two cycles, with the subjects of the study being grade X students in a high school. In the first cycle, students' learning motivation was indicated to be low, with an average score of 2.8 on a Likert scale of 1-5, which was reflected in minimal participation, low initiative to ask questions, and less than optimal quality of assignments. In response to these findings, the second cycle involved the implementation of various learning strategies, such as providing simple rewards, using interesting learning media, a personal approach, and dividing groups based on student abilities. The results of the second cycle showed a significant increase, with the average score of student motivation increasing to 3.9, as well as positive changes in class participation, quality of interaction between students, and better assignment results. This increase in motivation not only impacts student engagement in learning, but also improves their understanding of the material being taught. This study concludes that learning strategies that actively involve students can be effective in improving learning motivation, as well as providing a basis for further development in the implementation of more innovative and inclusive learning.
OPTIMALISASI MODEL PROBLEM-BASED LEARNING (PBL) BERBASIS KONTEKSTUAL UNTUK MENINGKATKAN PEMAHAMAN KONSEP SISWA Nurkintan Aprilia; Endang Tri Wahyuni; Lilis Listyowati
Journal of Lesson Study in Teacher Education Vol. 3 No. 2 (2024): Volume 3 No 2 2024
Publisher : LitbangMu Jawa Tengah and Teacher Professional Education UNIMUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51402/jlste.v3i2.146

Abstract

The application of the contextual Problem-Based Learning (PBL) model is considered to enhance students' conceptual understanding of redox reactions and voltaic cells. In the context of the 21st century, which demands critical thinking, collaboration, and creativity, a learning approach that connects theory with real-life situations is crucial for developing these skills. This study aims to optimize the effectiveness of the contextual-based PBL model in enhancing students' conceptual understanding. The method used is reflective classroom action research (CAR), with two cycles based on the stages of Kemmis and McTaggart, utilizing assessment results and learning observations. The research results show a significant improvement in students' conceptual understanding. The average student score increased from 59.03 in the pre-cycle to 81.14 in cycle 1, and 88.81 in cycle 2. In addition, the percentage of student mastery also increased, from 41.67% in the pre-cycle to 66.67% in cycle 1, and reached 83.33% in cycle 2. This improvement demonstrates the effectiveness of implementing the contextual-based PBL model in enhancing students' conceptual understanding, particularly on complex materials such as redox reactions and voltaic cells.
PENINGKATAN KEMAMPUAN PEMECAHAN MASALAH SISWA DENGAN MENGGUNAKAN MODEL PROBLEM BASED LEARNING Putri Febrianti; Martyana Prihaswati; Wahyu Ning Dewi Kumalaretna
Journal of Lesson Study in Teacher Education Vol. 4 No. 1 (2025): Volume 4 No 1 2025
Publisher : LitbangMu Jawa Tengah and Teacher Professional Education UNIMUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51402/jlste.v4i1.148

Abstract

This classroom action research aims to determine whether the implementation of the Problem Based Learning (PBL) learning model can enhance students' problem solving skills on the topic integral in class XII-10 of SHS 4 Semarang odd semester of the 2024/2025 academic year. This research was conducted in two cycles, encompassing four stages: planning, action, observation, and reflection. The subjects of this study were 36 students of class XII-10 of SHS 4 Semarang. Data were obtained through a problem solving ability test. Based on the research and analysis conducted, it was found that the implementation of the Problem Based Learning (PBL) model has a positive impact on improving the problem solving skills of students of class XII-10 of SHS 4 Semarang in the odd semester of the 2024/2025 academic year. This is evidenced by a significant improvement in problem solving skills between Cycle I and Cycle II. In the first cycle, the average score for problem solving skills reached 75.87, but in the second cycle, this average score increased to 87.50. Thus, the application of the Problem Based Learning (PBL) learning model can improve students' problem solving skills.
PROBLEM BASED LEARNING BERBANTUAN GEOGEBRA UNTUK MENINGKATKAN BERPIKIR KRITIS DAN KEAKTIFAN BELAJAR Siti Malihatus Saniyah
Journal of Lesson Study in Teacher Education Vol. 4 No. 1 (2025): Volume 4 No 1 2025
Publisher : LitbangMu Jawa Tengah and Teacher Professional Education UNIMUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51402/jlste.v4i1.149

Abstract

This research is motivated by the low learning outcomes of the students in class XI-1 at SMA Negeri 11 Semarang on the topic of geometric transformations. The critical thinking ability test in the pre-cycle showed that only 18 out of 36 students achieved mastery (50%) with an average score of 60. In addition to low critical thinking skills, student engagement in learning was also low. During lessons, some students slept in class, played with their phones, and lacked focus on the material being taught. It is hoped that the Problem-Based Learning (PBL) model assisted by Geogebra will improve student learning outcomes. The purpose of this classroom action research is to describe the implementation of the PBL model assisted by Geogebra in improving critical thinking skills and student engagement in learning geometric transformations in class XI-1 at SMA Negeri 11 Semarang for the 2024/2025 academic year. To achieve this goal, this research is designed in two cycles. The procedure in each cycle includes stages: planning, implementation, observation, and reflection. The data from the observations are described, interpreted, and then reflected upon to determine the corrective actions for the next cycle. The learning is considered successful if the percentage of students who achieve mastery in the class reaches the performance indicator, which is at least 85%. The classroom action research conducted in two cycles shows that the average score of students in the pre-cycle was 60, with a classical mastery rate of 19.44%. In cycle I, the average score increased to 74.42 with a classical mastery rate of 50%, and in cycle II, it increased to 86.39 with a classical mastery rate of 88.89%. Student engagement also improved after learning with the PBL model assisted by Geogebra, with the average engagement in cycle I being 73.78%. In cycle II, student engagement increased to an average of 89.63%. Based on the actions taken, it can be concluded that the PBL model assisted by Geogebra can improve the critical thinking skills and engagement of students in class XI-1 at SMA Negeri 11 Semarang.

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