Development of Lesson Study-Based Learning Materials to Enhance Reading Skills of Elementary School Students

Lesson study, a collaborative approach to teaching improvement, is vital for enhancing teaching practices and student learning outcomes in elementary schools. It involves collaborative planning, observation, and reflection among teachers. The Indonesian Merdeka Curriculum emphasizes student-centered and holistic development (Pancasila values). Observations indicate that teachers often struggle with developing instructional materials aligned with learning outcomes, highlighting the need for collaborative groups (lesson study) to create flexible and effective modules to improve reading skills and overall literacy.

This research employed a 4D (Define, Design, Develop, Disseminate) model for research and development. The 'Define' stage identified objectives, learners, and needs, establishing clear learning outcomes. The 'Design' stage planned the structure, content, strategies, and assessments of the materials. The 'Develop' stage involved creating the materials and conducting validation by experts, practitioners (teachers), and elementary students. Finally, the 'Disseminate' stage entailed implementing the materials and measuring their effectiveness through reading skills tests. Data collection included observations, validation questionnaires, and skills tests, analyzed using mean scores for validation and t-tests for effectiveness.

The 'Define' stage revealed teachers' limitations in creating interactive teaching modules aligned with the Merdeka Curriculum, leading to a collaborative effort to develop new materials. In the 'Design' stage, teachers planned thematic teaching modules, student worksheets (LKPD), and assessment instruments, focusing on an engaging approach to 'Maintaining Environmental Cleanliness' for Grade 2 students. The 'Development' stage involved validating these materials. Expert validation from four teaching materials and subject experts showed an average score of 3.99, categorizing the materials as 'Good' and 'Feasible'. Teacher validation also yielded positive assessments, with an average score of 4.01, further confirming the suitability and relevance of the materials for practical classroom use.

The 'Dissemination' stage evaluated the effectiveness of the developed instructional materials using a quasi-experimental design. An experimental group, taught with the integrated materials, showed a higher mean reading skill score (16.6) compared to the control group (13.9), which used traditional materials. Independent t-tests, preceded by normality and homogeneity tests, confirmed a significant difference (p < 0.05) in reading skills between the two groups. This indicates that the lesson study-based teaching materials significantly improved students' reading abilities, demonstrating their comprehensive value as a learning package including various tools and resources.

Research supports the positive impact of interactive and tailored teaching materials on reading skills and critical thinking. This study further validates the effectiveness and practicality of the developed lesson study-based materials. Lesson study activities were crucial in guiding teachers to produce effective learning modules, integrating subjects like Indonesian language and mathematics. The materials, with engaging visuals, promoted a flexible and interactive learning environment. While results are promising, limitations include potential sample bias and reliance on subjective assessments. Future research should focus on collaborative strategies between teachers and developers to meet student needs and enhance the quality of reading instruction.