cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Eva Nurul Huda
Contact Email
evanhuda14@gmail.com
Phone
+6285740808433
Journal Mail Official
jlstepwmjateng@gmail.com
Editorial Address
Jl. Singosari Raya No.33, Pleburan, Kec. Semarang Sel., Kota Semarang, Jawa Tengah 50241
Location
Kota semarang,
Jawa tengah
INDONESIA
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
Arjuna Subject : -
Articles 66 Documents
 3   4   5   6   7 
PENERAPAN MODEL PEMBELAJARAN PROBLEM BASED LEARNING DENGAN METODE PRAKTIKUM DAN WINDOW SHOPPING DALAM PEMBELAJARAN KIMIA Ariani Prihartanti; Eny Winaryati; Dian Wulandari
Journal of Lesson Study in Teacher Education Vol. 4 No. 2 (2025): Volume 4 No 2 2025
Publisher : LitbangMu Jawa Tengah and Teacher Professional Education UNIMUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51402/jlste.v4i2.169

Abstract

This research was conducted using qualitative research, classroom action research. This research took subjects at SMA Negeri 1 Sumber for the 2023/2024 academic year. This research applies learning using the PBL model with practical methods and window shopping on factors that influence reaction rates. The results of using this method are very effective in increasing student motivation which has an impact on increasing student learning outcomes. This is supported by the changes obtained during learning, namely making students enthusiastic and cheerful in learning chemistry, and appearing interactive and active in participating in learning. Based on attitude assessment observations, the results showed that 65% of students were very good and 35% of students were good. Based on observations of skills assessment in practicum, 100% of students were very good. Based on observations of presentation skills assessment, 35% of students are very good and 65% of students are good. Based on the learning evaluation, it was found that 5% of students had not fulfilled the KKTP and 95% had fulfilled the KKTP with an average score of 92. This shows that PBL learning is able to improve student learning outcomes so that it can be an alternative learning for chemistry teachers
PENERAPAN DISCOVERY LEARNING BERBANTUAN MEDIA BOLA, BALON, DAN TTS UNTUK MENINGKATKAN AKTIVITAS BELAJAR PESERTA DIDIK Inca Pritomasya Milaningsih; Eny Winaryati; Dwi Anggraeni Ristanti
Journal of Lesson Study in Teacher Education Vol. 4 No. 2 (2025): Volume 4 No 2 2025
Publisher : LitbangMu Jawa Tengah and Teacher Professional Education UNIMUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51402/jlste.v4i2.170

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%.
PENERAPAN PROJECT-BASED LEARNING UNTUK MENINGKATKAN KEMAMPUAN MENULIS NARRATIVE TEXT DI KELAS XI-3 SMAN 11 SEMARANG Regina Ratna; Testiana Deni Wijayatiningsih; Erna Setyawati
Journal of Lesson Study in Teacher Education Vol. 4 No. 2 (2025): Volume 4 No 2 2025
Publisher : LitbangMu Jawa Tengah and Teacher Professional Education UNIMUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51402/jlste.v4i2.171

Abstract

Penelitian ini bertujuan untuk mengeksplorasi penerapan Project-Based Learning (PjBL) dalam meningkatkan kemampuan menulis narrative text pada peserta didik kelas XI-3 SMA N 11 Semarang. Berdasarkan hasil observasi awal, ditemukan bahwa peserta didik mengalami kesulitan dalam mengembangkan ide cerita, penggunaan tata bahasa (grammar) yang tepat, dan penyusunan teks yang koheren. Oleh karena itu, pendekatan PjBL diharapkan dapat membantu meningkatkan kemampuan berpikir kritis dan kreativitas peserta didik dalam menulis narrative text. Penelitian ini menggunakan desain Penelitian Tindakan Kelas (PTK) yang dilaksanakan dalam tiga siklus. Setiap siklus melibatkan perencanaan, pelaksanaan, observasi, dan refleksi. Hasil penelitian menunjukkan adanya peningkatan kemampuan menulis peserta didik, terutama dalam hal pemahaman generic structure, penggunaan past tense, serta penggunaan direct/indirect speech. Penerapan PjBL juga mendorong peserta didik untuk lebih kreatif dan kolaboratif dalam menyelesaikan proyek mereka. Dengan demikian, penerapan Project-Based Learning dapat dijadikan alternatif pembelajaran yang efektif dalam meningkatkan keterampilan menulis narrative text.
PENERAPAN MODEL PEMBELAJARAN THINK PAIR SHARE (TPS) UNTUK MENINGKATKAN HASIL BELAJAR SISWA KELAS 12 SMAN 11 SEMARANG Divya Fitriyani; Testiana Deni Wijayatiningsih; Erna Setyawati
Journal of Lesson Study in Teacher Education Vol. 4 No. 2 (2025): Volume 4 No 2 2025
Publisher : LitbangMu Jawa Tengah and Teacher Professional Education UNIMUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51402/jlste.v4i2.172

Abstract

This study aims to improve the learning outcomes of 12th-grade students of SMAN 11 Semarang through the application of the Think-Pair-Share (TPS) cooperative learning model. TPS was chosen for its ability to encourage critical thinking, effective communication, collaboration, and confidence building. This classroom action research (CAR) was conducted in two cycles, each consisting of planning, implementation, observation, and reflection stages. Data collection included pretest and posttest scores, student activity observations, and documentation. The results showed significant improvements in students' learning outcomes, both cognitively and in 21st-century skills. In Cycle 1, the average pretest score was 48.19, increasing to 66.53 in the posttest, with a completion rate of 52.78%. In Cycle 2, the pretest average rose to 57.92, and the posttest average reached 78.75, with a completion rate of 66.67%. Additionally, the TPS model enhanced critical thinking, communication skills, student collaboration, and confidence. Observations indicated increased student engagement in questioning, sharing ideas, and participating in group discussions. The study concludes that the TPS model significantly improves academic learning outcomes and supports the development of essential 21st-century skills. Teachers are encouraged to adopt TPS as an alternative learning strategy in various subjects. Schools can support this model's success by providing training and resources, while universities are expected to prepare future educators to understand and implement innovative teaching strategies like TPS.
Pengembangan LKPD Berbasis Etnomatematika Kain Lunggi Sambas dengan Model Pembelajaran Inkuiri Terbimbing Pada Materi Pola Bilangan Kelas VIII Anisa Umaroh; Aura Nandita; Venissa Dian Mawarsar
Journal of Lesson Study in Teacher Education Vol. 4 No. 2 (2025): Volume 4 No 2 2025
Publisher : LitbangMu Jawa Tengah and Teacher Professional Education UNIMUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51402/jlste.v4i2.173

Abstract

This study aims to develop a Student Worksheet (LKPD) based on the ethnomathematics of Kain Lunggi Sambas using the Guided Inquiry learning model for the number pattern material for Grade VIII students. The LKPD was developed using the Research and Development (R&D) method with a modified ADDIE framework, including the analysis, design, and development stages, with a focus on the preparation of content, activities, illustrations, and an appealing layout. The motifs of Kain Lunggi were used as a local cultural context to help students observe patterns, formulate general rules, and relate mathematical concepts to real-life situations. The LKPD was designed with activities emphasizing observation, reasoning, data interpretation, and conclusion drawing according to the Guided Inquiry stages, enabling students to learn independently and contextually. By incorporating cultural context into learning, this LKPD has the potential to enhance meaningful learning experiences, facilitate conceptual understanding, improve mathematical representation skills, and foster appreciation and love for local culture. Although it has not yet been formally tested or validated, this study is expected to serve as a basis for developing other ethnomathematics-based learning media.
PENGEMBANGAN E-LKPD BERBASIS ETNOMATEMATIKA CANDI PRAMBANAN PENDEKATAN CTL PENGEMBANGAN GEOMETRI BANGUN RUANG Siti Agustina Mujtahidah; Dara Mauliza; Venissa Dian Mawarsari
Journal of Lesson Study in Teacher Education Vol. 4 No. 2 (2025): Volume 4 No 2 2025
Publisher : LitbangMu Jawa Tengah and Teacher Professional Education UNIMUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51402/jlste.v4i2.174

Abstract

Students experience difficulties in understanding geometric geometry because the learning media used are still monotonous and do not integrate local cultural elements or digital technology. Contextual learning through ethnomathematics, particularly the utilization of the structure and ornamentation of Prambanan Temple, can help students build a more meaningful understanding (Rizki & Khaerunnisa, 2022; Yuliani et al., 2023). Contextual Teaching and Learning (CTL)-based e-LKPD is the right solution because it can encourage interactive, relevant, and student-centered learning activities (Sari & Ningsih, 2021). This study aims to design and develop an e-LKPD containing ethnomathematics of Prambanan Temple. Validity testing was conducted by two mathematics education lecturers and one junior high school teacher, with assessments covering aspects of presentation, language, appearance, media implementation, and suitability of the material with the CTL approach (Rahmawati & Putra, 2023). The validity results show that the developed E-LKPD obtained an average score of 90.3%, which is categorized as very valid and suitable for use in mathematics learning. Thus, this CTL-based E-LKPD containing ethnomathematics of Prambanan Temple can be an alternative innovative and contextual learning media for the geometry of flat shapes material for grade VIII junior high school

Page 7 of 7 | Total Record : 66

 3   4   5   6   7 

Filter by Year

2022 2025


Reset
Filter By Issues
All Issue Vol. 4 No. 2 (2025): Volume 4 No 2 2025 Vol. 4 No. 1 (2025): Volume 4 No 1 2025 Vol. 3 No. 2 (2024): Volume 3 No 2 2024 Vol. 3 No. 1 (2024): Volume 3 No 1 2024 Vol. 2 No. 2 (2023): Volume 2 No 2 2023 Vol. 2 No. 1 (2023): Volume 2 No 1 2023 Vol. 1 No. 2 (2022): Volume 1 No 2 2022 Vol. 1 No. 1 (2022): Volume 1 No 1 2022