Lesson Study and History Education

Halvorsen, Anne‐Lise; Lund, Alisa Kesler

doi:10.1080/00377996.2012.698326

Cited by 25 publications

(20 citation statements)

References 3 publications

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“…The same sequence in each school is also shown in the parameters of mastery of the teacher's material in the learning process, the use of the cramming model, the learning approach and the teacher's erudition strategy and the teacher's skill to close the lesson. The results of this study are in line with the research [29] who proposed that Lesson study applied to the school would increase the teacher's knowledgeability, and teacher expertise, while simultaneously developing learning skills in students, and eliminating the credo gap with learners [30].…”

Section: Ability To Teach Lslc Teacherssupporting

confidence: 89%

Impact of Implementation Crashes between Lesson Study and K-13 Curriculum in Educational Services at School: A Case study in Batu, East Java, Indonesia

Rahardjanto¹

2019

Proceedings of the 6th International Conference on Community Development (ICCD 2019)

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Lesson Study (LS) which developed in Japan, has been adopted by various countries as a means of improving the learning process. The development of Lesson Study in Batu, East Java, is an effort to develop the quality of learning in schools on an ongoing basis. The research that has been carried out is a mix method research by observing informants, and school stakeholders who develop Lesson Study in Batu city and strengthened by quantitative field data. Questionnaire sheets for quantitative data give to the model teacher, observer, and headmaster. The results of this study concluded that the implementation of LSLC in Batu City qualitatively had several implementation constraints, but quantitative data showed that the application of lesson study in Batu city was able to improve the process and quality of learning.

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Section: Ability To Teach Lslc Teacherssupporting

confidence: 89%

Impact of Implementation Crashes between Lesson Study and K-13 Curriculum in Educational Services at School: A Case study in Batu, East Java, Indonesia

Rahardjanto¹

2019

Proceedings of the 6th International Conference on Community Development (ICCD 2019)

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“…The observations might be used, for example, in post-observation conferences with students or experienced teachers or in the context of lesson study in which history teachers design and implement lessons that aim at the development of students' HTR abilities (e.g. Halvorsen & Kesler Lund, 2013). A recent study in the UK with secondary school teachers showed that only observing or being observed did not result in better English and maths scores (Worth et al, 2017).…”

Section: Conclusion and Discussionmentioning

confidence: 99%

Teaching historical thinking and reasoning: Construction of an observation instrument

Gestsdóttir

Boxtel

Drie

2018

British Educational Res J

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For some years, historical thinking and reasoning (HTR) have been important educational goals for upper secondary education in many countries. Nevertheless, teachers are often unsure of how to realise these ideas in the classroom. This article reports on the development of the domain-specific observation instrument Teach-HTR. It is intended for the further professional development of experienced history teachers who wish to foster historical thinking and reasoning, as well as to assist those who are doing their initial teacher training. The observation instrument was developed in several phases. A literature review was conducted to operationalise the dimensions of learning and teaching involved in historical thinking and reasoning. The content validity of this first version was evaluated by experts using a content validity rating form and subsequently revised. The final instrument consists of seven categories of teaching historical reasoning and 33 items. The instrument was piloted in 10 history lessons in Iceland and subsequently in 10 lessons in the Netherlands. Interrater reliability was evaluated using intraclass correlation coefficients (ICCs) and percentage of agreement. The internal consistency was evaluated using Cronbach's alpha. In the second pilot, the instrument showed acceptable inter-rater reliability and internal consistency. The outcomes of the two pilots are described, and examples are given of lessons with high and low scores. The instrument can help identify concrete examples of teaching historical thinking and reasoning and points for development, which makes it a promising instrument for professional development.

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“…Lesson Study adalah bentuk kegiatan untuk peningkatan kualitas pembelajaran dengan model kegiatan Plan, Do, See (refleksi). Kegiatan Lesson Study dilaksanakan oleh beberapa guru dan tujuan hasil luaran adalah merencanakan dan memecahkan masalah pembelajaran di kelas secara kolaboratif (Cajkler, 2014;Halvorsen, 2013;Waris, 2014 Seorang guru wajib untuk melakukan PTK karena hal tersebut berkaitan dengan profesionalisme, praktik pembelajaran di kelas, kontrol sosial terhadap guru, serta kemanfaatan penelitian pendidikan. Dari segi profesionalisme, PTK yang dilakukan guru dipandang sebagai satu unjuk kerja seorang guru profesional, karena studi sistematik yang dilakukan terhadap diri sendiri (guru) dianggap sebagai tanda (hallmark) dari pekerjaan guru yang profesional (Wardhani & Wihardit, 2011:1.11).…”

Section: Pendahuluanunclassified

Research Group Berbasis Lesson Study Pembelajaran Untuk Meningkatkan Profesionalitas Guru KKG Gusek 2 Tenggarang Kabupaten Bondowoso

Hutama

2018

IJCSL

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Hasil wawancara kepada beberapa anggota KKG GUSEK 2 Tenggarang menunjukkan bahwa hanya beban tugas melaksanakan pembelajaran yang dapat dilaksanakan secara optimal oleh guru, sedangkan untuk tugas PKB tentang pelaksanaan PTK dan publikasi ilmiah masih banyak terdapat permasalahan yang membutuhkan adanya solusi. Guru jarang, dan bahkan terdapat guru yang tidak pernah melakukan PTK. Alternatif solusi penyelesaian persoalan yang dihadapi mitra adalah program kegiatan Research Group berbasis Lesson Study Pembelajaran. Lesson Study adalah bentuk kegiatan untuk peningkatan kualitas pembelajaran dengan model kegiatan Plan, Do, See (refleksi). Target luaran dari pelaksanaan pengabdian ini: (1) Mengembangkan strategi pembelajaran inovatif; (2) Hasil PTK yang Berkualitas; (3) Peningkatan Soft Skill dalam Publikasi Ilmiah. Metode pelaksanaan program pengabdian bagi Dosen Pemula ini adalah pelatihan, pembimbingan, tugas mandiri, dan praktek penelitian di kelas. Secara terperinci kegiatan bagi Guru: (1) Identifikasi Kompetensi Guru; (2) Workshop Prapenelitian Pendidikan; (3) Pendampingan kegiatan Plan; (4) Pendampingan Pelaksanaan PTK Tahap Do; (5) Pendampingan Tahap See atau Refleksi Pembelajaran; (6) Pendampingan Analisis data Penelitian dan Penulisan Laporan PTK; dan (7) Evaluasi Pelaksanaan Kegiatan. Kegiatan pengabdian dilaksanakan dengan 2 tahap dengan peserta pada tahap I adalah 32 orang (57,14%), sedangkan pada tahap II adalah 38 orang (67,86%) dengan jumlah total guru 56 orang. Target dalam kegiatan ini secara keseluruhan tercapai dengan baik, yaitu hampir 75% peserta yang mengikuti kegiatan pelatihan sudah memiliki laporan yang mana masih membutuhkan bimbingan lanjutan untuk semakin menyempurnakan laporan yang sudah dibuat.

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Lesson Study and History Education

Cited by 25 publications

References 3 publications

Impact of Implementation Crashes between Lesson Study and K-13 Curriculum in Educational Services at School: A Case study in Batu, East Java, Indonesia

Impact of Implementation Crashes between Lesson Study and K-13 Curriculum in Educational Services at School: A Case study in Batu, East Java, Indonesia

Teaching historical thinking and reasoning: Construction of an observation instrument

Research Group Berbasis Lesson Study Pembelajaran Untuk Meningkatkan Profesionalitas Guru KKG Gusek 2 Tenggarang Kabupaten Bondowoso

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