Journal of Learning Improvement and Lesson Study

Analysis of Science Literacy of XI Class Students In Buffer Solution Materials

2024-01-02T08:19:58+00:00

The background of this research is that the world of education is currently intensively developing scientific literacy skills for students. This condition is the result of the rapid development of science and technology (IPTEK), so students must be able to act wisely and be able to adapt to science, environment, society, and technology. The purpose of this study was to determine the level of scientific literacy in nominal, functional, conceptual, and multidimensional aspects of class XI students on buffer solution material at State Senior High School (SMAN) 1 Binjai, Langkat Regency. This research method is a survey research, using a cross-sectional survey design. The sample in this study was taken from class XI IPA 1, totaling 30 people based on a purposive sampling technique. The research instrument used was a scientific literacy test in the form of essay questions, with indicators of scientific literacy referring to the theoretical framework. Based on the results of data analysis, it was found that the average value of students' scientific literacy abilities, nominal literacy indicators were 83.33%, functional indicators were 57.67%, conceptual indicators were 59.07%, and multidimensional indicators were 28.49%.

Students’ Ability In Reading Comprehension of Recount Text

2024-01-02T08:18:56+00:00

The purpose of this study was to find out and describe students' ability to read texts, find difficulties faced by students and describe the factors that influence the reading comprehension of class X students of SMK 1 Pemalang in the 2022/2023 academic year in reading comprehension from recount texts. This study used descriptive qualitative method. The results of this study indicate that students' ability to read texts is considered weak at 57.74% (poor). Students' difficulties in reading comprehension of recount texts are seen in terms of mechanical abilities and comprehension. Nearly 50% of the 31 students answered that they did not understand reading comprehension texts. And from the factors faced by students in reading comprehension of recount text factors according to students, physical health can hinder reading, some students answered that they needed to find other learning resources related to reading and comprehension, some students answered that they were interested in reading but there were factors What does not support them in learning to read is environmental factors.

Enhancing Student Learning Engagement through Role-Play Method in 5th Grade Indonesian Language Primary Classroom

2024-01-02T07:54:11+00:00

Indonesian language learning aims to improve students' communication skills in both spoken and written Indonesian, while also fostering an appreciation for Indonesian literature. Elementary school (SD) students need to develop oral and written communication skills, as well as an appreciation for literary works. However, observations at SD Negeri 5 Lubai revealed a lack of interest in learning among most students, with 10 out of 29 students scoring below 75, falling short of the minimum passing grade. This research focuses on addressing the problem of speaking ability in Grade V students by introducing the role-play method. Role-playing involves students portraying different characters to explore relationships, feelings, attitudes, values, and problem-solving strategies. By actively engaging in role-play, students can develop their imagination, appreciation, and communication skills. The research conducted two cycles of activities, with an average learning outcome completeness of 34.48% in cycle I. In cycle II, there was a significant improvement, with a completeness percentage of 86.21%. These findings demonstrate the effectiveness of the role-play method in enhancing student learning engagement and improving their proficiency in Indonesian language skills.

Exploring the Impact of Lesson Study as a Collaborative Teaching Strategy in Higher Education

2024-01-02T08:54:18+00:00

Lesson study is a class-based & collaborative continuous teacher professional development strategy to optimize student learning services. The aim of this study was to determine the impact of lesson study on improving the quality of learning in higher education. This research is a mix method research, which was conducted for one semester. Learning is carried out in a hybrid way in the odd semester of the 2021/2022 academic year in six plant physiology classes using Problem-based Learning (PBL). The research subjects consisted of biology education students and undergraduate biology students at the Universitas Negeri Malang. The research instruments include chapter design, lesson design, lesson plans, lesson study observation sheets, essay tests on cognitive learning outcomes. Lesson study is carried out in three stages, namely plan, do, and see. The results showed that the learning designed and implemented with lesson study showed an improvement in each meeting. Improvements in learning can occur because educators and observers reflect on learning activities.

The Impact of Lesson Study for Learning Community (LSLC) on Student Participation Based Jigsaw Learning Model

2024-01-03T05:53:29+00:00

Participation is an important factor in achieving maximum learning in achieving learning goals. However, the level of student participation in learning is still relatively low. Therefore, efforts need to be made in the form of innovation in learning to increase student participation in learning, such as implementing LSLC based on the Jigsaw learning model. This research is a descriptive study with a sample of class XI IPS 1 SMA Adabiah 2 Padang. This research aims to see the impact of LSLC on student participation in learning using the Jigsaw learning model. Based on the results of data analysis, it was found that for each meeting there was a significant increase in student participation. So it can be concluded that learning using LSLC and the Jigsaw learning model has a positive impact on student participation in learning.

Implementation of Concept Mapping Learning Model to Improve History Learning Achievement

2024-01-02T13:28:08+00:00

This study aims to determine the application and determine the improvement of students' history learning achievement and the obstacles faced in the application of the Concept Mapping model. This research used CAR (Classroom Action Research) with qualitative and quantitative approaches consisting of 3 cycles. The results showed that the application of the Concept Mapping learning model combined with group discussions, quiz games, and the provision of material handouts can improve learning achievement In cycle I student achievement increased by 0.96, cycle II increased by 1.66, and in cycle III increased by 3.30. The obstacles faced in the application of the Concept Mapping learning model are at the beginning of the application of the Concept Mapping learning model there are still some students having difficulty determining secondary ideas. The condition of the lesson at the last hour requires the teacher to create an interesting atmosphere. There must be clear communication between teachers and students because the learning model requires steps to be taken to create Concept Mapping.

GeoSMART; A New Approach for Geography Learning in the 21st Century

2024-03-13T02:31:45+00:00

The development of human life in the 21st century requires teachers to be more creative in designing learning that is more interesting, challenging and impressive. Interesting learning is learning that is presented with the teacher's brilliant ideas in the form of methods, media and learning resources. Challenging learning can be defined as learning that is able to develop students' reasoning, critical thinking and analytical skills. Meanwhile, impressive learning is learning that is framed by example, character and universal human values. The GEOSMART approach was developed as an alternative solution to the problem of Geography learning which is still teacher-centred, has minimal student involvement and limited use of technology. There are five elements in the GEOSMART approach, namely, 1) scientific, 2) measurable, 3) applicable, 4) reasoning and 5) technology. Development is carried out using the Plomp model. The results of validation by experts show that the development product is in the very valid category. Meanwhile, the practicality test results show that the development product is in the very practical category. The results of effectiveness tests based on the results of experimental research in seven schools in West Sumatra show that the GeoSMART approach can improve student learning outcomes, especially student involvement in learning and critical thinking abilities.