Implementation Of Lesson Plan Research Articles

Pengaruh Pembelajaran STAD berbantuan Papan Kartu pada Materi Vektor SMA terhadap Komunikasi Matematis Siswa

This research was conducted with the aim of finding out the effect of STAD learning assisted by card boards on vector material on the mathematical communication skills of class X students at MAN 9 Jombang. This research uses a quantitative approach with the Intact-Group Comparison type Pre-Experimental Designs method. The subjects of this research were class X students of MIA MAN 9 Jombang. The research instruments used were lesson plan implementation observation sheets, oral communication observation sheets, card board questions, and test questions as the main instruments. As well as learning implementation plans (RPP) and questionnaires as supporting data. The test instrument consists of five questions about vectors for students' written mathematical communication skills. Then the oral communication observation sheet contains statements that are used to determine students' oral mathematical communication abilities. The data analysis technique used is hypothesis testing. Before testing the hypothesis, the data obtained is first tested for normality. Based on the calculation of the independent sample t test, it shows that the significance value is <0.001, the significance is <0.05, so it can be concluded that Ho is rejected and Ha is accepted. This shows that STAD learning assisted by card boards on vector material has an effect on students' mathematical communication skills.

Character-based physics learning module through generative learning model: Student conceptual understanding

One of the causes of students' low conceptual understanding is the lack of instructional materials with a composition that aids students in understanding concepts independently or during classroom learning. The aim of this research is to produce a character-based learning module, particularly emphasizing the virtues of honesty, valuing others' opinions, and caring, through a valid, practical, and effective generative learning model to enhance students' conceptual understanding. This study follows a research and development approach. The development design employs the ADDIE model, tested with 29 eleventh-grade science students at SMAN 6 Banjarmasin. Data collection involved validation sheets for the learning module, observations of lesson plan implementation, student response questionnaires, and learning outcome tests. The data were then analyzed qualitatively and quantitatively. The results show: (1) the developed character-based learning module with an average score of 2.9 is declared valid, (2) the module, assessed through lesson plan implementation and student response questionnaires, is considered practical, and (3) the developed character-based learning module is effective in improving students' conceptual understanding, yielding an N-gain of 0.65 categorized as moderate, with a noticeable difference in students' character achievement before and after the learning process. In conclusion, this study affirms that the character-based learning module with a generative learning model is deemed suitable for enhancing students' conceptual understanding.

Improving Elementary Pre-Service Teachers’ Science Teaching Self-Efficacy through Garden-Based Technology Integration

School gardens and outdoor learning spaces are increasingly available to support authentic, student-centered exploration in the areas of science, technology, engineering, and mathematics (STEM). Integrating technology tools into school garden spaces in alignment with modern agricultural practices can support inquiry-based learning in which students engage in science practices such as collecting and analyzing data. However, educators currently lack the necessary knowledge, skills, and instructional support to enact technology-rich, garden-based STEM learning experiences. The Garden TOOLS program was designed to support teachers in leveraging technology to support inquiry-based teaching (IBT) in outdoor learning spaces. In this paper, we examine the impact of combining Garden TOOLS professional development workshops with lesson plan implementation in a practicum setting on elementary pre-service teachers’ (PSTs) science teaching self-efficacy. We administered the STEBI-B pre- and post-intervention and assessed change in the STEBI-B subscales, personal science teaching efficacy (PSTE), and science teaching outcome expectancy (STOE). Participants included thirty-nine elementary PSTs enrolled in a 300-level science methods course in the rural Midwest. Garden TOOLS professional development workshop participants saw a statistically significant increase from pre- to post-workshop in their PSTE. Participants who also implemented the Garden TOOLS lesson showed both an increase in PSTE and STOE.

Developing teaching materials on elasticity and hooke's law oriented towards learner autonomy to train science process skills

Low science process skills contribute to a lack of learner autonomy among students. This research aims to develop teaching materials on elasticity and Hooke's law oriented towards learner autonomy to enhance science process skills suitable for the learning process. The study follows the ADDIE development model (analyze, design, develop, implement, and evaluate). The research subjects were 32 students from class XI MPA 1 at SMA Negeri 6 Banjarmasin. Data were collected through validation sheets, observation sheets on the implementation of lesson plans, observation sheets on science process skills, and learning outcome tests. Quantitative data analysis methods were employed. The results indicate that: 1) the teaching materials are highly valid according to validator assessments, 2) the materials are highly practical based on lesson plan implementation, 3) the effectiveness of the teaching materials is moderate, and 4) students' science process skills are categorized as good based on student activity sheets. In conclusion, learner-autonomy-oriented teaching materials are suitable for training science process skills in the topics of elasticity and Hooke's law.

Lesson Fragments Modelling in the System of Practical Training of Speech Therapy Students

The study investigates the effective techniques to train primary skills of organizing and conducting speech therapy classes with speech therapy students. The article demonstrates that lesson modelling is a necessary and important technique that functions as an intermediate link between lesson plan preparation and its implementation. The purpose of the study is to determine the tasks and the most effective ways to use lesson modelling in the system of practical training of speech therapy students. Methodology and research methods: experimental analysis of typical mistakes made at the primary stage of lesson plan implementation by speech therapy students; comparative analysis of the tasks set before speech therapy students in the course of their professional training at the stages of note taking, modelling and implementation of lesson fragments; systematization of the main aspects of lesson modelling taught in various modules of specialized speech therapy disciplines. Research results. The research has revealed that lesson modelling of speech therapy classes increases the effectiveness of students’ training in their work with children and adults with speech disorders, as well as in family counseling and other areas of their professional activity. It is shown that there are certain skills that are best practiced at the first stages of lesson modelling; they include the skills of competent selection of speech material, tasks distribution in the overall structure of a lesson and the development of various models of a speech therapist’ speech behavior when working with different categories of persons with speech disorders. The article concludes by summarizing the data on the role, tasks, content and characteristic features of lesson modelling in the system of practical training of speech therapy students, and the prospects for the development of this method.

Navigating Merdeka curriculum in first grade: teacher challenges and strategies

This study investigates the difficulties encountered by first-grade teachers in implementing the Merdeka Curriculum and analyzes the techniques used to overcome these obstacles. A qualitative research methodology with a descriptive approach was utilized to gather data via observation, interviews, and documentation, followed by a thorough analysis of data reduction, presentation, and conclusion drawing. The findings reveal various challenges, including the lack of familiarity with the new terminology for learning outcomes, objectives, lesson plans, and modules related to the Pancasila Student Profile Strengthening Project (P5). Furthermore, students demonstrate inadequate preparation for the Pancasila Student Profile Project. Educators respond by seeking official information on the Merdeka Curriculum through Ministry of Education and Culture resources, participating in relevant webinars, discussing with colleagues, and embracing new pedagogical approaches and media. Additionally, collaboration with students and parents is emphasized for the productive implementation of lesson plans and project modules. This study suggests implementing ongoing support mechanisms such as continuous training and resource sharing to improve teachers' competencies in implementing Merdeka Curriculum effectively in first grade.

THE DEVELOPMENT OF LEARNING DESIGN USING ASSURE MODELS AT ELEMENTARY SCHOOLS

Meaningful and enjoyable learning will lead students to memorable learning experiences, one of which can be achieved through learning activities that emphasize the involvement of student learning activities. The purpose of this research is to describe the validity, practicality, and effectiveness of the results of learning design with the ASSURE model in elementary schools. This research is research development (research and development). The model used as the basis for developing this learning design is ASSURE. The procedure for developing this learning design is in accordance with the stages of the ASSURE development model. The test subjects in this study were fourth grade students at SDN 16 Sitiung in the odd semester of the 2022/2023 academic year. The results of this study show validity at 90% in the very valid category. The practicality of the results of the ASSURE model learning design model with a percentage of 93%. While the effectiveness of the implementation of lesson plans, activities and learning outcomes of students with a percentage of 90%. Based on the results of the study it was concluded that the learning design with the ASSURE model developed was valid, practical and effective.

Prospective mathematics teachers’ TPACK development in graphical data displays: a microteaching lesson study

This case study investigated the development of prospective mathematics teachers’ technological pedagogical content knowledge (TPACK) in graphical data displays with (VM) within the context of a microteaching lesson study (MLS). This research investigated how five participants integrated technology and implemented a lesson plan aimed to teach statistical data displays. The MLS cycled through the phases of lesson plan design, discussion, implementation, and revision. Fundamental data was gathered through group discussions of which were operated through the lesson plans and video recordings of lesson implementation. The TPACK codebook (Hughes. 2013. Descriptive indicators of future teachers’ technology integration in the PK-12 classroom: Trends from a laptop-infused teacher education program. Journal of Educational Computing Research, 48(4), 491–516) was utilised to conduct a thorough analysis of the transcribed data through collaborative group discussions. The findings indicate that the MLS led to some improvements in the TPACK of the participants. In particular, participants developed a stronger knowledge of statistical content, pedagogical content, and technological content pertaining to data displays.

Evaluasi RPP Guru Biologi Kelas XI Berbasis Kurikulum 13 dan Korelasi Terhadap Hasil Belajar Siswa

This research was motivated by the need to assess the effectiveness of lesson plans prepared by class XI biology teachers with reference to the 2013 curriculum. This evaluation aims to understand to what extent the quality of lesson plans includes the expected competencies and to what extent these lesson plans can support an effective learning process. In addition, this study also wanted to evaluate the correlation between the contents of lesson plans and student learning outcomes, with the aim of identifying the extent to which the implementation of lesson plans based on Curriculum 13 had an impact on the level of understanding and academic achievement of students. This research uses a qualitative approach. This research was conducted at SMA Negeri 1 Aek Songsongan with the research subject being a biology teacher. Data collected by interview technique. Data analysis techniques through data collection, data reduction, data display, and data conclusions. The results showed that the lesson plans based on the 2013 Curriculum have a significant correlation with student learning outcomes in Biology subject so that an organized and structured lesson plan helps enable more focused and efficient learning and encourages the use of innovative and participatory learning methods that involve students more actively.

The Effect of Lesson Plans Based on IB Education Philosophy and UbD Model on Student Achievement

This study was made based on some discussions attempting to improve the quality of education by creating appropriate learning areas, differentiating education according to each student's interests, learning styles, and multiple intelligences. The aim of the study is the implementation and analysis of social studies lesson plans prepared in accordance with "UbD" and ‘’IB Planner’’ for 3rd grade students. The study was conducted using a nested-mixed design within the framework of mixed method research. In the quantitative dimension of the study, pretest-posttest control group experimental model data were used. In the qualitative dimension, the data based on the feedbacks of teachers who are the implementers of the lesson plans were used. The study group of the quantitative dimension consisted of 320 students in the 3rd grade of a public primary school who voluntarily participated in the study. The study group of the qualitative dimension consists of 36 primary school teachers who are the implementers of the prepared lesson plan. The findings of the study show that the social studies lesson plans prepared based on the IB Planner and the UbD model made a significant difference in favor of the experimental group on both student accomplishment (posttest) and student achievement(pretest-posttest). The qualitative findings obtained from the teachers' feedback on the prepared and implemented plans indicated that the plans included enriched activities and were comprehensively prepared to appeal to all students, including students with special needs and gifted students in the same class. In addition, it was observed that the differentiated content in IB and UbD lesson plans was not limited to methods and techniques, but also included assessment and evaluation techniques. Both quantitative and qualitative findings revealed that the plans were designed in such a way that students could effectively acquire the prescribed behavior. Moreover, the implementation of the plans improved students' social skills, self-management skills, communication skills, research and thinking skills, increased their self-confidence and raised their achievement.

Reflection Practice in Microteaching: Evidence from Prospective Science Teachers

Professional education courses such as microteaching are currently placing greater emphasis on reflective activities, particularly in the context of the new paradigm curriculum in Indonesia. The aim of this study is to investigate the ability of prospective teachers to reflect on their microteaching experiences, the common aspects discussed during reflection activities, and the peer feedback provided regarding lesson plan design and implementation within a microteaching setting. The study employs a sequential explanatory mixed-methods design and spans 13 weeks with 122 teacher candidates who participated in a flipped learning setting. Flipped learning was chosen as the instructional model to potentially enhance the level of collaboration in learning activities. Results revealed that flipped learning can indeed foster a collaborative environment among prospective teachers. Further, the most commonly identified aspect appearing in the reflections was the modeling of teaching techniques, outweighing other aspects such as classroom management, learning tools, lesson duration, pedagogical strategies, and student learning processes. These findings offer valuable insights for prospective teachers, particularly regarding feedback and reinforcement practices in microteaching. Moreover, this research suggests that flipped learning could be a promising approach to cultivating these practices. Future studies are recommended to further investigate the potential of different instructional models in enhancing reflection and collaboration among teacher candidates.

Improving Learning Outcomes in the Use of Capital Letters Through Story Pictures for Grade Two Elementary Schools

The purpose of this study was to improve students' ability to use capital letters in writing short texts in class II of Elementary School 52 Bengkulu City. The type of research used is Classroom Action Research (PTK) which is carried out in two cycles. The subjects in this study were class II students at SDN 52 Bengkulu City, namely 26 students consisting of 12 students and 14 female students. The object under study is the increase in the ability to use capital letters. Data collection techniques in the form of tests and non-tests. The research instrument uses a test to measure students' ability to use capital letters. Observation to assess the teaching and learning activities carried out. The results of the study in the first cycle showed that students' ability to use capital letters was still low. The results of the observation sheet on the implementation of lesson plans in cycle I obtained low results. The results of the study in cycle II the ability to use capital letters improved to be good. In cycle II the observation sheet for the implementation of lesson plans obtained good results. These results have reached the criteria of success. Thus, this research has been terminated.

Empirical research on teacher competence in mathematics lesson planning: recent developments

Lesson planning is of central importance to the teaching of all subjects in school. However, despite its high relevance, there is still a substantial need for a comprehensive review of factors affecting lesson planning. Empirical evidence on how teachers’ competence in lesson planning can be developed, what challenges may be encountered during the lesson planning process, and successful lesson planning designs and practices should come to light on. To close this gap the current paper presents the results of a systematic review of 20 empirical research studies on teacher competence in mathematics lesson planning. For detailed insight into the most recent contributions of the reviewed studies on mathematics lesson planning, we analyzed studies conducted during the past decade, adapting the “process model of lesson planning” and the model of “competence as continuum” as a heuristic for approaching lesson planning. We present key results of the studies related to four major themes: (1) dispositions and their influence on developing and implementing lesson plans, (2) quality aspects of lesson plans and the development of lesson planning skills, (3) difficulties in lesson planning, and (4) the relationship between lesson planning skills and performance in implementation of lesson plans. The results of our literature review reveal that teachers (especially novice teachers) face difficulties in lesson planning and their overall competence (and knowledge) are not at an expert level. However, as the results of the examined studies pointed out, teachers can acquire such competence and knowledge through training within initial teacher education and professional development. Overall, teachers need support in planning mathematics lessons by delineating their lesson plan to improve their awareness of students’ thinking, possible learning trajectories, effective usage of the curriculum and teaching resources, and the potential of innovative pedagogies that incorporate new technology.

PENINGKATAN HASIL BELAJAR PESERTA DIDIK MATERI TEKS DEBAT MELALUI PEMBELAJARAN TIME TOKEN DI KELAS X MM 1 SMK NEGERI 1 PUNGGING

The purpose of this research is to know the results of the implementation of the time token learning method based on the implementation of the lesson plans that have been developed, and the activities during student learning and learning outcomes related to debate material. The research being conducted was classroom action research conducted in Class X MM 1 Semester 2 of the 2019/2020 Academic Year at SMK Negeri 1 Pungging involving 32 students. The results of the research that has been carried out explain that the application of the time token learning method is able to provide an increase in student learning outcomes. This is evidenced by the percentage value of student learning test results which was only 16.63% in the initial conditions, then in the first cycle it became 75% and increased to 93.37% in the second cycle. The lesson plan implementation section also experienced an average increase, namely the average score from 2.75 in the first cycle to 3.64 in the second cycle and the lesson plan implementation section received a score of 100% in both cycles. In the student activity section it is also shown that learning is student-centered, this can be seen from the increase in the percentage when implementing time token learning and discussions and there is a decrease in inappropriate/inappropriate behavior.

The Development of Module Physics Learning Device Based on Inquiry Model by Concept Map Techniques in Improving Student Learning Outcomes

The development used in this research is 4-D model that consisted of defining, designing, development and dissimilating stage. In defining stage there were some process to be conducted, they were designing on learning device that covers syllabus, RPP, module, and LKS. On development stage the test of validity were done through validity sheet of learning device, practicality testing through observation sheet on the using RPP, questionnaire response of the teachers and the students, affectivity testing were obtained from the assessment of knowledge, attitude, characters, skills and the questionnaire of students response. Then, the disseminating of teaching device were done in disseminate stage. The result of the implementation of lesson plans, teacher’s response the questionnaires, student’s response questionnaires, it was found that the modules that had been developed were very valid with percentages 88,34%. The results of the implementation of RPP, teacher’s response questionnaires, student’s response questionnaires found that modules that have been developed are in the very practical category. Moreover, the cognitive assessment results 87,50%, psychomotor assessment 82,86 %, and affective assessment 80,17%. Thus, this research produces a physics learning model based on the map concept technique which can improve learning outcomes.
 Keywords: Physics learning; 4-D model; learning outcome; development

Improving students’ metacognitive abilities and creative thinking skills through STEM-based in online learning

Creative thinking skills are crucial to current generations dealing with 21st-century challenges. However, studies on higher-order thinking skills remain limited. CTS can be easily empowered if students have good metacognitive abilities. This study analysed the effect of STEM-based online learning lesson plans on the CTS of students and metacognitive abilities on the inheritance of living things through online learning. The pretest-posttest research designs with a non-equivalent control group were used. The treatment given in the experimental class was the implementation of a STEM-based online learning lesson plan, while the control class was taught through traditional methods used by the teachers. The results of this study indicated that the CTS and metacognitive abilities of students in the experimental class were significantly higher than that of the control class [F(1,54) = 105.287, p = 0.000 and F(1,54) = 103.943, p = 0.000, respectively]. In conclusion, the STEM-based online learning lesson plan is effective in improving the CTS and metacognitive abilities of students.

Peningkatan Hasil Belajar Tematik Terpadu Menggunakan Model Problem Solving di Kelas IV Sekolah Dasar

This study aimed to know the improvement of student’s learning outcomes by using Problem Solving models in the grade fourth of Elementary Schools number 09 Bandar Buat Padang. The type of this study was classroom action research with kuantitative and kualitative approaches. The subjects of this study were the teachers and the students of grade fourth. The result showed: the implementation of lesson plan in cycle I B was good, cycle II SB was very good, because the lesson plan filled the criterias. The assessment of teacher’ aspects in cycle I B was good, cycle II SB was very good, because it applied based on the lesson plan and the steps of Problem Solving models. The assessment of students’ aspects in cycle I B was good, cycle II SB was very good, because it applied based on the lesson plan and the steps of Problem Solving models.The assessment of attitude aspects in cycle I was good, cycle II was very good, because students showed positive attitude based on KI-1 and KI-2. The assessment of knowledge aspects in cycle I was good, cycle II was very good, because students could solve the problem. The assessment of skills aspects in cycle I was good, cycle II was very good, because students could do skills based on categories. In the conclusion, Problem Solving models can improve of student’s learning outcomes in integrated thematic learning.

Development of Impulse and Momentum Teaching Materials Using the Inquiry-Discovery Learning Model to Train Students' Creativity

This research is motivated by the importance of creativity abilities based on the objectives of the 2013 Curriculum. Therefore, the purpose of this study is to describe the feasibility of impulse and momentum teaching materials using the inquiry-based discovery learning model to train students' creativity. This type of research is research and development with the ADDIE model. Data were obtained through an instrument validation sheet, a lesson plan implementation sheet, and THB. Data were analyzed descriptively qualitatively, averagely, and N-gain. The results showed: (1) teaching materials were valid because the validity of the lesson plans was 3.44; teaching materials of 3.46; LKPD of 3.45; and THB of 3.42 in the very valid category, (2) teaching materials including practical because the RPP component can be implemented in a very practical category, (3) teaching materials including effective because the N-gain value is 0.69 in the medium category. Thus, the teaching materials of the inquiry-discovery learning model that have been developed are feasible to train students' creativity and can be applied in physics learning.

Development of Web Appgeyser Assisted E-learning Media to Improve Students' Critical Thinking Skills

This research produces E-learning media assisted by Web Appgeyser using Physics E-module with Quantity and Unit material. The purpose of this study was to determine the feasibility in terms of validity, practicality, and effectiveness of the developed media. This study uses a 4D development model, namely Define, Design, Development and Dissemination. The research was conducted at SMA Negeri 6 Purworejo with the research subject in a limited trial of class X6 totaling 10 students and a broad trial phase totaling 71 students in class X4 class X7. The instruments used in the study were validation sheets, student response questionnaires, implementation of lesson plans, and tests of students' critical thinking skills. Data analysis techniques in this study are validity test, reliability test, and N-gain test. Based on the research results obtained: (1) the results of the validation of learning materials seen from the two validators got an average value of 3.8 in the "very good" category and media experts got an average value of 3.8 with the "very good" category, so it can be said to be valid, (2) the practicality of learning media as seen from the implementation of lesson plans with a percentage agreement of 99% which is included in the "reliable" category and student response questionnaires with a percentage of 82.06% in the "good" category, (3) the effectiveness of learning media as seen from the the increase in learning outcomes of critical thinking skills is 0.78 with the "high" category.

K-12 educators’ self-confidence in designing and implementing cybersecurity lessons

Cybersecurity awareness and education initiatives are being designed and expanded for the workforce and K-20 education institutions. Predominately, K-12 cybersecurity education programs and research have focused on student learning experiences; however, there is a need to also concentrate cybersecurity education resources on K-12 teacher professional development. Teacher professional development supporting self-confidence in knowledge building and modeling of instructional practices may positively influence K-12 teachers’ integration of cybersecurity concepts within classroom instruction. This study documented K-12 teachers’ (n=17) perceived self-confidence in designing and implementing cybersecurity-related lessons when participating in a week-long cybersecurity education workshop experience funded by the National Security Agency's GenCyber grant program called the AGENT Initiative (Advancing GenCyber Education for North Georgia Teachers). Teachers were asked to rate their perceived self-confidence (pre and post) related to cybersecurity lesson development. Results showed that all self-confidence survey items increased after engaging in the GenCyber workshop; however, two items focused on creating engaging, inquiry-based lessons were not significant at the alpha value level of 0.003. These findings suggest that effective professional development aimed to increase K-12 teachers’ cybersecurity knowledge and to support development and implementation of cybersecurity-related lesson plans is an important factor in advocating for cybersecurity education efforts in K-12 education.