Journal of Physics: Conference Series

PAPER • OPEN ACCESS

The development of learning instrument with Contextual Teaching And

Learning (CTL) based on Lesson Study for Learning Community (LSLC)
on two variable linear equations and its effect on creative thinking of
junior high school student
To cite this article: A Solehah et al 2021 J. Phys.: Conf. Ser. 1839 012015

View the article online for updates and enhancements.

This content was downloaded from IP address 45.224.142.8 on 21/05/2021 at 07:03

ICOLSSTEM 2020 IOP Publishing
Journal of Physics: Conference Series 1839 (2021) 012015 doi:10.1088/1742-6596/1839/1/012015

The development of learning instrument with Contextual

Teaching And Learning (CTL) based on Lesson Study for
Learning Community (LSLC) on two variable linear equations
and its effect on creative thinking of junior high school student

A Solehah1, D S Pambudi1, Hobri1, B I Ummah1

1
Department of Mathematics Education, University of Jember, Indonesia

E-mail: didikpambudi.fkip@unej.ac.id, arifatus.solehah@gmail.com

This study aims to develop learning instrument with contextual teaching and learning (CTL) based
on lesson study for learning community (LSLC) on the two-variable linear equation material for
grade VIII students of Junior High School/ MTs and its effect on students’ creative thinking. The
method used is mix methods with a combination model of sequential exploratory design with the
Thiagarajan development model through four stages, those are define, design, develop, and
disseminate. In experimental research using a quasi experimental design, namely pretest posttest non
equivalent control group design. The subjects of this study were students of MTs Bustanul Ulum
Panti, class VIIIA as the experimental class and class VIIIB as the control class. Students’ creative
thinking abilities were measured using tests of creative thinking abilities. The assumption test for
normality and homogeneity of variance is carried out before the data is analyzed. This research
generates learning instrument that meet the criteria of practical validity, and effective, also the
significance value (t-tailed) of 0,000 (p < 0,05) which indicates the application of learning has a
significant effect on students’ creative thinking abilities.

1. Introduction
Education has a very important role in the development of students’ thinking skill. The quality of human
resources is an important factor in responding to the challenges of the globalization era. At this time the
Indonesian nation is faced with external challenges in the form of the presence of the Industrial Revolution
4.0 which is based on a cyber-physical system, supported by advances in technology, information base,
knowledge, innovation, and networks marking the emergence of the creative century [1]. One of the
important efforts in realizing quality human beings is by optimizing the role of education. According to [2]
asserts that national education functions to develop capabilities and shape the character and civilization of
a nation with dignity in order to educate the nation’s life, aims to develop the potential of students to become
noble, healthy, knowledgeable, capable, creative, independent, and becomes democratic citizens and
responsible. Unfortunately the condition of education in Indonesia has not shown satisfactory results, one
of the indicators is based on the 2015 PISA (Program for International Students Assessment) score data at
the level of literacy which includes three aspects, which are reading, math skills, and science skills, ranked
62th out of 72 countries of OECD (Organization for Economic Cooperation and Development) member[1].

Content from this work may be used under the terms of the Creative Commons Attribution 3.0 licence. Any further distribution
of this work must maintain attribution to the author(s) and the title of the work, journal citation and DOI.
Published under licence by IOP Publishing Ltd 1
ICOLSSTEM 2020 IOP Publishing
Journal of Physics: Conference Series 1839 (2021) 012015 doi:10.1088/1742-6596/1839/1/012015

The Indonesian government continues to strive to improve and develop the quality of education with
one of the ways by through improving the educational curriculum. The current curriculum is the 2013
curriculum, where learning can develop creative thinking processes that produce deep creativity and student-
centered learning. This statement is strengthened by the Ministry of Education and Culture which states that
the 2013 curriculum is able to encourage students to find out, use various sources for learning, observation,
ask questions, argue, communicate their knowledge, and think creatively so as to produce creative answers
and multi-dimensional truths [3]. It is hoped that the 2013 curriculum can be implemented comprehensively
in mathematics, as well as other subjects, which are taught in Junior High Schools / Madrasah Tsanawiyah.
In the 21st century, student need to have an understanding of the basic concepts of mathematics, they
must be able to translate new situations or problems they face, make these problems workable
mathematically, identify and use relevant mathematical knowledge to solve problems, then evaluate
solutions in the language of the problem context. In the 21st century, literacy is about reading to learn, the
capacity and motivation to learn to identify, understand, interpret, create and communicate knowledge,
using written materials that are related to a variety of situations in changing contexts. 21st century skills are
4C skills, including creativity, critical thinking, communication, and collaboration.
The highest success in learning is when the learning process of students is able to foster their creative
abilities. Creativity is the ability to imagine and organize innovations in mapping problems and answers, or
expressing knowledge [4]. According to [5] creativity is the ability to solve problems and create new
products and to provide new questions. Furthermore, [6] described creativity as an imaginative process with
original and valuable results. So it can be concluded that creativity is the result of creative thinking which
can be shown by the emergence of new ideas or concepts, not just producing something useful. So, the
creativity of students can be improved by finding problems and finding new solutions.
Creative thinking can be fostered through designing a lesson that emphasizes exploring student
abilities. As according to [7] which states that creative thinking is the result of thinking that allows students
to apply their imagination to generate ideas, questions and hypotheses, experiment, and to evaluate their
own ideas and ideas from their friends. Because basically, each student has different creative potentials in
solving problems, so that students are given the opportunity to solve it in their own way. Referring to [8] 's
opinion, the unique relevant factors in creative thinking are: (1) fluency, which is to generate lots of ideas;
(2) flexibility, which is to produce many variations of completion ideas or answers to a question; (3) novelty,
namely providing unique responses (unusual / rare); (4) elaboration, namely developing or enriching ideas,
describing ideas, and adding or detailing an idea for the information that has been generated.
Mathematics learning needs to be developed and designed in such a way that it has the potential to
develop students’ creative thinking abilities. The development of creative thinking skills can be done
through learning mathematics which can be used to foster students’ awareness as a science related to
everyday life and able to facilitate students in understanding the material, one of which is by using a
contextual approach. The contextual approach model or Contextual Teaching and Learning (CTL) being
able to understand the meaning of knowledge and skills can lead to mastery and skills [9]. According to [10]
using the Contextual Teaching and Learning (CTL) approach, teachers are expected to be able to link
learning material with the real world of students to encourage students to make connections between their
knowledge and its application in everyday life which involves seven main components, which are: (1 )
constructivism, (2) inquiry, (3) questioning, (4) learning community, (5) modeling, (6) reflection, and ( 7)
authentic assessment [11].
The learning tool needed in managing the teaching and learning process can be in the form of lesson
plans, teacher books, student books, worksheets, learning outcomes tests (THB) [12]. In this study, the
learning outcome test (THB) was replaced by the name Creative Thinking Ability Test, because researchers
would see the level of creative thinking of students.

2
ICOLSSTEM 2020 IOP Publishing
Journal of Physics: Conference Series 1839 (2021) 012015 doi:10.1088/1742-6596/1839/1/012015

Lesson Study for Learning Community (LSLC) is a lesson study that has undergone changes based on
a collaborative and learning community. In LSLC student and teacher must learn from each other
(collaborative learning), groups of students who care for each other and are sensitive to the environment so
that no one is neglected (caring community) also giving jumping task [13] which is done by finding solutions
in solving problems using creative thinking skills owned by each student. Collaborative learning is seen as
an approach that allows teachers and students to learn from each other, give each other, care for one another,
accept each other so that no student is isolated in the group [14]. Thus, in this study, LKS used the Contextual
Teaching and Learning (CTL) learning approach based on the Lesson Study for Learning Community
(LSLC) which aims to improve students’ creative thinking skills in solving problems in a two-variable linear
equation system. Relevant research that supports is research from [15] physics learning based on contextual
problems to improve students’ creative thinking skills in liquid topics, based on the results of this study it
can be concluded that the contextual learning model can improve creative thinking skills. Research from
[16] the aim of this study is to discuss the philosophical underpinnings of LSLC, with particular emphasis
on its social justice nature, particularly in reference to criticisms against neoliberal reform agendas.
According to research [17] findings inform our understanding of the teacher’s role in providing engaging
and worthwhile mathematics for all students with contextualized tasks.

2. Method
This study uses a combination research method or mixed methods (combination methods of Sequential
Exploratory Design). This research is a research that combines two pre-existing forms of research, which is
research and development and experimental research, namely in the early stages of research using
qualitative methods and the next stage using quantitative methods [18]. The chosen device development
model is the Thiagarajan, Semmel & Semmel (4-D / Four D Model) model which consists of four stages,
which are define, design, develop, and disseminate[19].
These learning instrument are lesson plans and worksheets. The instrument used was a creative
thinking ability test, student activity sheets, learning tool implementation sheets, interview guideline sheets,
and student response questionnaires. Tools and instruments can be used if they meet the valid criteria
validated by expert validators. For the quantitative method using experimental design in which used is a
quasi-experimental research (Quasi Experimental Design), namely the pretest-posttest non-equivalent
control group design using two classes, which are one experimental class and one control class [20]. The
population in this study were 8th grade students of MTs Bustanul Ulum Panti Jember in 2020/2021 as many
as four classes. The sample of this study consisted of two classes taken randomly, the class selection was
using the cluster random sampling method, which are class VIII A as the experimental class and class VIII
B as the control class. In the experimental class, they were treated using a lesson study for learning
community (LSLC) contextual teaching and learning (CTL) approach, while the control class used the
Contextual Teaching and Learning (CTL) learning tool which is commonly applied in schools [21].

Table 1. Experimental Research Design

Experimental class O1 X1 O2
Control class O3 X2 O4
Note:
O1 &O2 : pre test
O2 &O4 : post test
X1 : learning using group contextual teaching and learning
X2 : learning using group conventional method

3
ICOLSSTEM 2020 IOP Publishing
Journal of Physics: Conference Series 1839 (2021) 012015 doi:10.1088/1742-6596/1839/1/012015

Start

front-end analysis learner analysis

Define
task analysis concept analysis

specifying instrucktional objectives

criterion test
media selection
construction

Design
initial design format selection

Validation Valid?

Develop
No
Revision

Yes
Try out in the class of
development

Result analysis data

No

Yes
Effective/Practice? Instrument

No

Revision II

Pengemasan
Dissaminate

Disseminate

Figure 1. Flowchart of development research

4
ICOLSSTEM 2020 IOP Publishing
Journal of Physics: Conference Series 1839 (2021) 012015 doi:10.1088/1742-6596/1839/1/012015

Start

Population

Respondent

Control Class Experimental Class

Pre-Test Pre-Test

Learning using
Learning using Contextual Teaching
conventional method and Learning (CTL)
based on LSLC

Post Test

Analyze Data Observation

Discussion

Conclusion Interview

Figure 2. Flowchart experimental research

This study involved one independent variable and one dependent variable. The independent variable
tested in this study was the learning tool with the contextual teaching and learning approach based on lesson
study for learning community, while the dependent variable used as the object of this study was the students'
creative thinking ability. The data analysis technique uses the t-test, if the data were normally distributed
and homogeneous. The t-test used is the independent sample t-test. If the data is not normally distributed or

5
ICOLSSTEM 2020 IOP Publishing
Journal of Physics: Conference Series 1839 (2021) 012015 doi:10.1088/1742-6596/1839/1/012015

not homogeneous, then a non-parametric test is used, which is the Mann-Whitney test. The research
hypothesis is as follows:
H0: There is no effect of learning tool with a contextual teaching and learning approach based on lesson
study for learning community on students' creative thinking abilities.
H1: There is an effect of learning tool with a contextual teaching and learning approach based on lesson
study for learning community on students' creative thinking abilities.
With the test criteria, if the significance value > 0.05, then H0 is accepted, whereas if the significance value
<0.05, then H0 is rejected [22].

3. Results dan Discussions

Development research obtained valid, practical and effective results. The validity of learning
instrument of lesson plan, worksheets, and creative thinking ability test questions obtained the following
results. The lesson plan validation results from the validator 1 was 93.33%, the validator 2 was 95.83%, and
validator 3 was 95.83%. Based on the results of the three validators, the average result of lesson plan
validation is 94.99%, so the percentage results are declared very valid. The results of the worksheets
validation from validator 1 was 75%, validator 2 was 93.75%, and validator 3 was 88.28%. Based on the
results of the three validators, an average of 85.67% is obtained, so the percentage results are stated to be
very valid. The results of the validation of the creative thinking ability test questions of validator 1 was
88.23%, validator 2 was 91.76%, and validator 3 was 89.41%. Based on the results of the three validators,
the average results of the validation of the creative thinking ability test questions were 89.8%, so the
percentage results were declared very valid. From the results of the validation of the learning device experts,
it was stated valid and usable.

120,00%
100,00%
80,00%
Validator 1
60,00%
Validator 2
40,00%
Validator 3
20,00%
0,00%
Validation of Lesson Plan Validation on Worksheet Validation on Creative
Thinking Ability Test

Figure 3. Learning Instrument Validation Results

After obtaining valid results, we are tried out in a development class or large group of 40 students.
Based on the results of observations of the implementation of learning tools, the average result is 91%,
meaning that the learning tools are very practical to use. The use of these learning tools can change the
attitudes of students to be more active in the teaching and learning process, as evidenced by the learning
activities of students, the average result of the effectiveness of learning tools is 89.99%, so that the
percentage results indicate the level of student activity is very good. Supported by the data generated from
the student's response of 83.17%, meaning that almost all students have an interest in the use of this learning
tool, so that the completeness of student learning outcomes is obtained by a percentage of 82.35%. So it can
be concluded that the resulting learning tool has met the criteria of validity, practicality, and effectiveness
or is suitable for use.
In experimental research using learning tools that have been declared valid, practical, and effective.
There are four meetings, the first meeting gives a pretest. The pre-test was conducted to measure students'
creative thinking abilities before carrying out learning activities, the pretest was carried out in the

6
ICOLSSTEM 2020 IOP Publishing
Journal of Physics: Conference Series 1839 (2021) 012015 doi:10.1088/1742-6596/1839/1/012015

experimental class and the control class. In the second and third meetings, students studied collaboratively
with their own group and also with other groups. One group consists of four students, but there are also five
students in one group. In groups, students discuss with each other, ask each other questions, and care for
each other in the group. The teacher, as a facilitator, provides guidance to each group that needs it. The
following is a picture of students' activities asking each other and answering each other in groups (picture
taken from one of the groups as a sample).

Meeting 1 Meeting 2

A B A D

C D C B

Figure 4. Activities of experimental class group discussion

Note:
:students answer / explain
: students ask
The discussion activity went well. At the first meeting, student A explained to the group members.
Students B and C help explain student D. Student D does not understand the material, therefore student D
is not active in group discussions. Finally, at the second meeting, they switched positions, where student D
sat next to student A who understood the material and was active in discussions. Then, student D understood
the material and the discussion went well. The situation above shows the collaboration of students in groups
and building feelings of caring for one another.
While in the control class using a conventional learning model, where the teacher has a role as a
learning center in guiding and providing training to students. Group discussion that took place in the control
class.
Group 1 Group 2
K L U V

M N W X

Figure 5. Diskusi Kelompok kelas Kontrol

Note:
: students answer / explain
: students ask

In Group 1, group discussions only happened to students K and L. Students M and N did not
understand the material, and did not ask their friends who has understood. The same condition occurs in

7
ICOLSSTEM 2020 IOP Publishing
Journal of Physics: Conference Series 1839 (2021) 012015 doi:10.1088/1742-6596/1839/1/012015

Group 2, student U who understands the material and explains the answers to all members, but members
only copy the answers from student U without asking and do not care about each other. So that the purpose
of making a group is only to get the highest score, regardless of whether the group members understand the
materials or not. In stark contrast to the discussion in the experimental class, there was no exchange of seats.
On the second meeting was also attended by five teachers from all subjects at MTs Bustanul Ulum.
The open class activity is one of the lesson study for learning community activities which is followed by a
reflection from the observation of student activity. Reflection is carried out to see how students learn and
observe the teacher teaching and mastery of the material provided. Therefore, the teachers attend an open
class that the main purpose of teaching and learning contextual teaching and learning (CTL) based on lesson
study for learning community (LSLC) is to gain meaningful knowledge, think creatively, argue, discuss,
make decisions, and solve problems in groups, and this learning will have a significant impact on students'
creative thinking abilities.
The fourth meeting or the last meeting gives a post-test. The post-test was conducted to measure
students' creative thinking skills after carrying out learning activities, the post-test was also carried out in
the experimental class and the control class.
The research data obtained from the average results of the pre-test in the experimental class and the
control class were 35.84 and 29.50, respectively.

Figure 6. Normality test for pre-test by SPSS

Figure 7. Homogeneity test for pre-test by SPSS

Figure 8. T-test for pre-test by SPSS

After being treated with learning of contextual teaching and learning (CTL) based on lesson study
for learning community (LSLC) in the experimental class, the post-test average result was 44.81. While in
the control class that was treated using learning tools of contextual teaching and learning (CTL) that are
commonly applied in schools, the average result was 39.25. This shows a significant difference between the

8
ICOLSSTEM 2020 IOP Publishing
Journal of Physics: Conference Series 1839 (2021) 012015 doi:10.1088/1742-6596/1839/1/012015

experimental class and the control class. The results of the pre-test and post-test were analyzed using the
SPSS.

Figure 9. Normality test for post-test by SPSS

Figure 10. Homogeneity test for post-test by SPSS

Figure 11. T-test for post-test by SPSS

The results of the analysis show that contextual teaching and learning (CTL) based on lesson study
for learning community (LSLC) affects students' creative thinking abilities. There is an increase in the
average score of students' creative thinking abilities in every aspect of the experimental class. However,
there was also an increase in the average in the control class but not greater than that in the experimental
class.
Table 2. Comparison of pre-test and post-test average
Class Pre-test average Post-test average
Experimental Class 35.84 44.81
Control Class 29.50 39.25

In this study, the students' answers were analyzed using creative thinking skills in solving problems.
To measure students' creative thinking skills by fulfilling the 4 indicators of student creative thinking, which
are fluency, flexibility, elaboration, and novelty.Fluency is fulfilled if students can solve problems correctly
and provide more than one idea or statement related to a relevant mathematical concept or situation, as well
as problem solving and complete and also clear disclosure. Flexibility is fulfilled if students can provide
many answers, using various strategies in solving problems but in the calculation process and the results are
correct. Novelty is fulfilled if students can provide answers using their own way, the calculation process and
the results are correct. Elaboration is fulfilled if students can provide correct answers and explain in detail.

9
ICOLSSTEM 2020 IOP Publishing
Journal of Physics: Conference Series 1839 (2021) 012015 doi:10.1088/1742-6596/1839/1/012015

The results of the data analysis on students’ creative thinking abilities in each aspect of fluency were
classified as moderate with an average score of 68.03 out of 40 students, so it could be said that the way
students completing answers / ideas correctly and giving more than one statement to the problems given
was pretty smooth. The students’ creative thinking ability on the flexibility aspect is classified as low with
an average score of 51.07 out of 40 students, so it can be said that the way students use various strategies is
still low. In addition, the ability of students to think creatively in the elaboration aspect is low with an
average score of 55.28 out of 40 students, so it can be said that the way students solve problems is still
lacking in detail and is still classified as low. Furthermore, in the novelty aspect it is classified as very low
with an average score of 2.35 out of 40 students, so it can be said that the way students solve problems in a
unique/ new way is still lacking, because students are still accustomed to using the same method as conveyed
by the teacher.
The results of the research on the analysis of students' creative thinking abilities at MTs Bustanul
Ulum showed that as many as 5% of students had a high level of creative thinking skills, 22.5% indicated
that students were at a moderate level of creative thinking skills, 60% indicated that students were at a low
level of creative thinking skills, and 37.5% indicated that students were at a very low level of creative
thinking skills.

Figure 12. Results of Answers to High Level Students' Creative Thinking

Based on the results of hypothesis testing with testing criteria ttable = 1.69389 with ttest value = 6.027
so that ttable < ttest is obtained, then H0 is rejected and H1 is accepted, thus indicating that the development of
learning tools with LSLC-based CTL affects students' creative thinking abilities. Then the relationship
between CTL and LSLC is obtained to show the influence on students' creative thinking abilities as shown
in Figure 15.

10
ICOLSSTEM 2020 IOP Publishing
Journal of Physics: Conference Series 1839 (2021) 012015 doi:10.1088/1742-6596/1839/1/012015

LSLC
CTL
Effect Student creative thinking

Figure 13. The relationship between CTL and students' creative thinking skills

4. Conclusion
Based on the results of the discussion, the conclusions of the research results are lesson plans, student
worksheets and creative thinking skills test questions. The results of the validity test of the expert’s
assessment, validation of lesson plans, validation of worksheets, validation of test questions for creative
thinking skills, validation of learning device implementation sheets, validation of student activity sheets,
validation of interview guidelines, and validation of student response questionnaires can be concluded that
have met the valid criteria and are used. The results of the practicality test based on the results of the
practicality analysis of the learning tools from the results of the implementation of the learning tools and
the results of the interviews with the assessment model teacher, it can be concluded that the resulting
teaching materials have met the practical criteria for use. The results of the effectiveness test based on the
results of the analysis of the effectiveness of learning tools from the results of student activity assessments,
student learning outcomes from the creative thinking ability test questions, student responses, and the results
of interviews with students above, it can be concluded that the resulting learning tools have met the criteria
for being effective for use. So the results of research on the development of mathematics learning tools
using contextual teaching and learning (CTL) based on lesson study for learning community (LSLC) on the
material of two-variable linear equation systems for 8th grade students of Junior High School / MTs from
the results of the validity, practicality, and effectiveness test shows that learning tools have met these three
criteria. And has a significant influence on students’ creative thinking skills. Further research can be done
by combining the focus of creative thinking and critical thinking in solving problems using online-based
learning media.

Open problem
Determine the development of learning instrument based on Lesson Study for Learning Community on the
other topics of mathematics like matrix, sosial arithmetic, and linier equation.

Acknowledgments
I am grateful to all those who have helped carry out the preparation of the journal, Dr. DidikSugengPambudi,
M.S as the first supervisor and Dr. Hobri, S. Pd., M. Pd as the second supervisor who has spent time, thought,
and attention in writing of this journal. Randi, S. Pd., M. Pd and Inge, S. Pd., M. Pd as expert lecturers who
have taken the time and thought to validate the learning tools and research instruments. Ms. Febi, S. Si as a
practitioner / math teacher at MTs BustanulUlum who also took her time and thoughts as an expert validator.
All MTs BustanulUlum teachers who participated as observers and participated in open class activities. As
well as 8th grade students of MTs Bustanul Ulum of the 2020/2021 school year.

Referensi
[1] PPPPTK 2012 Instrumen penilaian hasil belajar matematika SMP Belajar dari PISA dan TIMSS
(Yogyakarta: Kementerian Pendidikan Nasional)

11
ICOLSSTEM 2020 IOP Publishing
Journal of Physics: Conference Series 1839 (2021) 012015 doi:10.1088/1742-6596/1839/1/012015

[2] Ministry of Education and Culture 2016 Permendikbud No 22/2016 on Education and Secondary
Process Standards (Jakarta: Kemendikbud)
[3] Mulyasa 2013 Development and Implementation of 2013 Curriculum (Bandung: PT Remaja
Rosdakarya)
[4] Krutetskii VA 1976 The Psychology of Mathematical Abilities in Schoolchildren. Chicago: The
University of Chicago Press. Pehkonen E 1997 The State-of-Art in Mathematical Creativity
http://www.fiz.karlsruhe.de/fiz/publications/zdm ZDM 29(3)
[5] Gardner H 1993 Creating Minds (New York: Basic Books)

[6] Mann E 2005 mathematical Cretivity and School Mathematics: Indicators of Mathematical
Creativity in Middle School (Students Dissertation University of Connecticut [online])
[7] Guilford J P 1950 Creativity American Psychologist 5 444–454
[8] Jha A K 2012 Creative Epistemology and Creative Pedagogy: Implication for Creative Mathematics
Education. The 8th Global Conference on Creative Engagements: Thinking with Children 1-10.
[9] Sanjaya W 2013 Educational Research, Types, Methods, and Procedures (Jakarta: Kencana
Prenada Media Group)
[10] Sanjaya W 2016 Strategi Pembelajaran Berorientasi Standart Proses Pendidikan (Jakarta: Kencana
Prenada Media Group)
[11] Johnson E B 2007 Contextual Teaching and Learning: Making Teaching and Learning Activities
Fun and Meaningful (Bandung: Mizan Learning Center)
[12] Hobri 2010 Development Research Methods Applications in Mathematics Education Research
(Jember: Pena Salsabila)
[13] Hobri, Ni Kadek, Widyasari, and Randi PM 2020. Analysis of Problem Solving High School
Students in Solving Jumping Task Problems on Arithmetic Sequences and Series Materials. Math
Didactic: Journal of Mathematics Education 6 (2) 124 - 141
[14] Hobri 2016 Lesson Study For Learning Community: Review of Results of Short Term on Lesson
Study V in Japan 2016 Semnasdik Proceedings Prodi Pend. Mathematics FKIP, University of
Madura Study Program Education Mathematics, Faculty of Teacher Training and Education,
University of Madura 12-21
[15] Saadah, LZK 2018 Development of Problem Based Learning Learning Tools Based on Lesson Study
for Learning Community (LSLC) on the Discussion of Building a Flat Side to Improve Creative
Thinking Ability (Thesis Jember: Master Program in Mathematics Education Faculty of Teacher
Training and Education, University of Jember)
[16] Saito, E dan Atencio, M 2014 Lesson Study for Learning Community (LSLC):
conceptualising teachers’ practices within a social justice perspective, Discouse: Studies
in the Cultural Politics of Education DOI:
10.1080/01596306.2014.968095.http://dx.doi.org/10.1080/01596306.2014.968095.
(Diakses pada 20 Mei 2020)
[17] Clarke, Doug and Anne Roche 2017 Using contextualized tasks to engage students in
meaningful and worthwhile mathematics learning. Journal of Mathematical Behavior
11(06).
[18] Sugiyono 2017 Combination Research Methods (Mixed Methods) (Bandung: Alfabeta)
[19] Thiagarajan, S Semmel D S and Semmel M I 1974 Instrucsional Development for Training
Teachers of Exceptional Children (Minneapolis Minnesota: Leadership Training Institute/ Spexial
Educatio, University of Minnesota)
[20] Sugiyono 2016 Quantitative Research Methods, Qualitative and R & D (Bandung: Alfabeta)

12
ICOLSSTEM 2020 IOP Publishing
Journal of Physics: Conference Series 1839 (2021) 012015 doi:10.1088/1742-6596/1839/1/012015

[21] Khaefatunnisa 2015 The Effectiveness of Contextual Teaching and Learning in Improving
Students’ Reading Skill In Procedural Text (A Quasi-Experimental Study of The Second Grade
Students at One Vocational School in Bandung) Journal of English and Education 3(1) 80 95
[22] Septiawati, I 2018 Development of Learning Tools with Contextual Teaching and Learning Based
on Lesson Study for Learning Community and Its Effect on Higher Order Thinking of Class X Class
Vocational Schools and Lines (Thesis Jember: Master Program in Mathematics Education, Faculty
of Teacher Training and Education, University of Jember)

13