Bridging lesson design and instructional enactment remains a challenge in mathematics teacher education. This qualitative case study explored how Project-Based Learning (PjBL) and lesson study supported pre-service mathematics teachers (PSTs) in addressing this challenge. PjBL provided the macro-pedagogical architecture for a seven-week collaborative project, while LS structured the micro-cycles of Plan, Do, See, and Redesign. Participants were 13 third-year PSTs enrolled in an undergraduate Mathematics Education program and taking an Elementary Mathematics Instruction course at an Indonesian university. Organized into three groups, they selected an elementary mathematics topic, designed a two-meeting lesson sequence, and completed two lesson study cycles through peer teaching. Data consisted of lesson designs and semi-structured group interviews and were analyzed thematically. The findings revealed that participants engaged in pedagogical reasoning, designed tasks intended to promote mathematical reasoning and communication, considered simulated learner responses, and used reflection to redesign their lessons. However, interview data revealed instances of reverting to direct explanation when simulated learners hesitated or required additional time. These findings identify a design–enactment discontinuity in which the capacity to construct student-centered lessons did not automatically translate into responsive enactment. The study suggests that combining sustained project work with iterative professional inquiry can provide a useful structure for lesson design, but PSTs also require repeated and scaffolded opportunities to rehearse responding to learner thinking.
F. Fitriati, Hutkemri Zulnaidi, Rita Novita et al.· Infinity Journal· 1 citation
This study aims to develop an ICT-based Multiplication House learning media that is valid, practical, and feasible for use in elementary school mathematics learning. This research employs a development research design using the Plomp model, which consists of four phases: initial investigation, design, realization, and evaluation. The study involved 20 third-grade students of SD Laboratory UNESA as research subjects. The instruments used include (1) validation sheets to assess the content, format, and language validity of the media, (2) observation sheets to examine student engagement during learning, (3) questionnaires to measure students’ responses and practicality, and (4) learning outcome tests to evaluate students’ mastery of multiplication concepts. The developed media is designed as an interactive educational game that encourages students to explore strategies and solve multiplication problems competitively. The novelty of this study lies in the integration of traditional multiplication house media into an ICT-based platform equipped with features such as automatic answer randomization, real-time feedback, turn-based interaction, and dynamic game evaluation, which promote higher student engagement and strategic thinking. The results show that the ICT-based Multiplication House media meets the validity criteria, with an average score of 80.3% from material experts and 78% from media experts, both categorized as valid. The media is also considered highly practical, indicated by an average student response score of 4.27 (very practical category). In terms of post-implementation learning performance, 85% of students achieved scores of ≥80 on the multiplication learning test, indicating that most students reached the predetermined mastery criterion. However, the relatively small sample size (n = 20) limits the generalizability of the findings and should be considered in interpreting the results. In conclusion, the ICT-based Multiplication House media is feasible for use in elementary mathematics learning, particularly in multiplication topics. This study implies that integrating game-based ICT media can support student engagement and facilitate multiplication learning activities. Future research is recommended to involve larger samples and diverse educational contexts to strengthen the generalizability and explore long-term impacts on students’ mathematical thinking skills.
