The purpose of this study is to: (1) describe the problem of teachers in designing learning implementation plans; (2) describe the problems in implementing scientific learning; and (3) describe problems in evaluating the affective and psychomotor domains. The approach used in conducting research is a qualitative approach, with a case study design. The results of the study show: ( 1) the problems in designing a plan for implementing learning are: (a) the teacher feels confused in formulating integrative thematic learning objectives; and (b) the teacher's lack of understanding in making learning plans oriented to 5M-based learning activities; (2) teacher problems in implementing learning based on scientific learning show: (a) the application of lecture methods and one-way communication from the teacher; (b) teachers are less than optimal in conducting class management; (c) lack of students' ability to read and write; and (d) lack of support and motivation from parents towards the development of children in school which results in the completion of school work carried out by parents so that children become irresponsible for their own work; and (3) the problem of teachers in conducting assessment of learning shows: (a) forms of assessment used in assessing student learning outcomes in the form of assessments in writing and verbally; and (b) the assessment conducted by the teacher focuses only on one aspect, namely the cognitive aspect.

Abstrak: With regard to teacher's pedagogical competence, teachers are required to be able to plan, implement and evaluate learning according to the ability of students. However, there are still teachers who have not been able to plan to learn so that they often copy-paste; the teacher has not maximally implemented PAIKEM-based learning because it still holds the old paradigm, namely the lecture. As well as the less optimal teacher in assessing learning that only focuses on cognitive aspects. This study used a qualitative approach with case study design. Data collection is done through observation, interviews, and documentation. The research results obtained, can be categorized as teacher's pedagogical competency is good enough, although it still needs guidance to teachers in improving the learning process.Abstrak: Berkenaan dengan kompetensi pedagogik guru, guru dituntut mampu merencanakan, melaksanakan serta mengevaluasi pembelajaran sesuai kemampuan siswa. Namun, masih ada guru yang belum mampu merencanakan pembelajaran sehingga seringkali melakukan copy paste; guru belum maksimal melaksanakan pembelajaran berbasis PAIKEM karena masih memegang paragdigma lama, yakni ceramah. Serta kurang optimalnya guru dalam menilai pembelajaran yang hanya berfokus pada segi kognitif. Penelitian ini menggunakan pendekatan kualitatif dengan rancangan studi kasus. Pengumpulan data dilakukan dengan observasi, wawancara dan dokumentasi. Hasil penelitian yang diperoleh, dapat dikategorikan kompetensi pedagogik yang dimiliki guru sudah cukup baik, walaupun masih perlu dilakukan pembinaan kepada guru dalam perbaikan proses pembelajaran.

Tujuan dari penelitian ini adalah untuk mengetahui sejauh mana pengajaran reflektif dapat menjadi strategi pengembangan profesional pengajaran bahasa. Praktik mengajar reflektif membantu dosen untuk merencanakan, melaksanakan dan meningkatkan kinerjanya dengan memikirkan kembali kekuatan dan kelemahannya. Populasi penelitian ini adalah seluruh dosen Jurusan Bahasa Inggris STKIP Tunas Palapa. Penelitian kualitatif dilakukan di STKIP Tunas Palapa. Kesimpulan menunjukkan bahwa refleksi merupakan salah satu alternatif untuk meningkatkan kesadaran tentang pengajaran praktik profesional, dan sebagai sarana untuk mendorong dosen membuka pikiran, memperbaharui metode dan strategi pengajaran di kelas.

Background: Telmisartan (TEL) is an orally active nonpeptide angiotensin II antagonist drug. The drug acts on a subtype of AT1 receptors, which serves to cope with high blood pressure (hypertension). TEL is a class II Biopharmaceutical Classification System (BCS), which is a drug that has low solubility in water and high permeability. Objectives: This study aims to determine the effect of the formation of TEL-PVP K-30 nanoparticles through the solvent drop grinding method on the characteristics of physicochemical properties and the rate of dissolution of TEL. Methods: Nanoparticles are made in 2 formulas, namely formula 1: 1 and formula 1: 2. Results: Characterization of the Particle Size Analyzer (PSA) was performed with the results of the formula 1:1 24nm, and the formula 1:2 35nm. X-ray Diffraction (XRD) analysis resulted from a decrease in the intensity of crystallinity degrees. Fourier Transform Infrared (FT-IR) Spectroscopy occurs wave number shift. Differential Scanning Calorimetry (DSC) decreases in melting point. The dissolution rate was carried out using a pH 7.5 phosphate tart medium. Conclusion: The result of the dissolution rate has increased by 3.3 times for formula 1:1 and 2.9 times for formula 1:2. Keywords: Telmisartan; polyvinylpyrrolidone K-30; nanoparticles; and solvent drop grinding.

Abstrak: Penelitian ini dilakukan guna mendeskripsikan persepsi dosen model dalam efektivitas menerapkan lesson study learning community (LSLC), serta proses monitoring dan evaluasi dalam pelaksanaan LSLC pada proses pembelajaran. Pendekatan yang digunakan dalam penelitian ini ialah pendekatan kualitatif. Informan ditentukan dengan teknik purposive dan snowball sampling. Proses pengumpulan data dilakukan dengan observasi, wawancara serta dokumentasi. Data penelitian yang terkumpul selanjutnya dianalisis menggunakan pola interaktif Miles, Huberman, dan Saldana, meliputi: pengumpulan data, kondensasi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa implementasi LSLC sangat efektif dilakukan dalam meningkatkan kualitas pembelajaran. Hal ini dibuktikan dengan adanya kolaborasi antar dosen model dalam melaksanakan proses pembelajaran, perkembangan tingkat keprofesionalan dosen dalam melaksanakan pembelajaran mengalami peningkatan yang signifikan sehingga berdampak pada kualitas pembelajaran yang lebih optimal. Selain itu, proses monitoring dan evaluasi oleh tim pengembang LSLC pada tingkat fakultas juga menambah keefektifan LSLC dalam meningkatkan kualitas pembelajaran. Abstract: This research was conducted to describe the perception of model lecturers in the effectiveness of implementing the lesson study learning community (LSLC), as well as the monitoring and evaluation processes in implementing the LSLC in the learning process. This research using a qualitative approach. Informants were determined by purposive technique and snowball sampling. The data collection process was carried out by observation, interviews and documentation. The collected research data were then analyzed using the interactive patterns of Miles, Huberman, and Saldana, including: data collection, data condensation, data presentation, and drawing conclusions. The results showed that the implementation of LSLC was very effective in improving the quality of learning. This is evidenced by the collaboration between model lecturers in carrying out the learning process, the development of the professional level of the lecturers in implementing learning has increased significantly so that it has an impact on the quality of learning that is more optimal. In addition, the process of monitoring and evaluation by the LSLC development team at the faculty level also adds to the effectiveness of LSLC in improving the quality of learning. References: Chong, W. H., & Kong, C. A. (2012). Teacher Collaborative Learning and Teacher Self- Efficacy: The Case of Lesson Study. Journal of Experimental Education, 8(3), 263– 283. Hendayana, S. (2007). Lesson Study Suatu Strategi untuk Meningkatkan keprofesionalan Pendidik, Bandung: FPMIPA UPI dan JICA. Muntaqo & Masruroh. (2016). Lesson Study dalam Peningkatan Kualitas Pembelajaran di Madrasah Ibtidaiyah Ma’arif Kejiwan Wonosobo. Belajar: Jurnal Pendidikan Islam, 1(2), 125-144. Shahren, A., & Khalid, M. (2001). Mathematics Teachers’ Perception of Lesson Study as a Continuous Professional Development Programme. Journal of Science and Mathematics Education in Southeast Asia 2011, 34(1), Page 67 – 89. Tadanugi. (2015). Efektivitas Lesson Study dalam Pembelajaran Matematika. Jurnal KIP, 4(2), 887-894. Turmudi. (2009). Landasan Filsafat dan Teori Pembelajaran Matematika: Berparadigma Eksploratif dan Investigatif. Jakarta Leuser Cita Pustaka. Widiyanto. (2018). Revitalisasi Komunitas Pembelajaran dengan Lesson Study dalam Meningkatkan Kualitas Pembelajaran. Inopendas Jurnal Ilmiah Kependidikan, 1(1), 16-28.