Lesson Study Contributions: EFL Teachers' Competences Model in Teaching English at High School 21st-Century Learning Approach

Abstract

The quality of learning relies on the teacher, serving as a critical factor in determining its effectiveness. This study aims to develop a teacher competency model through Lesson Study (LS) activities. Model competence refers to the regulation of Indonesian Ministry of Education and Culture No 6565 in 2020. This study applied the qualitative descriptive research design. It utilized the lesson study approach in developing EFL teacher's professional knowledge competence, professional learning practice competence, and career professional development. The participants involved four EFL Teachers at Senior High School 10 Ternate City Indonesia. They consisted of one male and three females. Four EFL teachers were selected through purposive sampling with four criteria: (a) sex, (b) age, (c) teaching experience (d) educational background, and, (e) job status. Furthermore, the study data were obtained through three LS phases (plan, teach/do, and reflect/see) for four cycles. A 4-point Likert scale ((1=Thriving; 2= Capable; 3 = Worth; and 4 = advanced) was utilized to measure lesson study profile aspects on the development of EFL Teachers' Model competencies and it is an effect on students’ communication and critical thinking skills. Data was gained by a 4-point Likert scale calculated with frequency and presentation formula through Microsoft Excel Windows 10. The result showed that LS activities impacted the development of knowledge competencies, professional learning practices, and professional development of EFL teachers in learning English. It also improves communication, critical thinking, and student enthusiasm for English learning in class. This study provides opportunities for teachers to share knowledge, good learning practices, and experience, as well as reflect and learn to collaborate professionally. This study represents a unique contribution by integrating three models of teacher competence as an effort to adjust the Independent Curriculum.

Merdeka Curriculum: Encouraging Creativity and Innovation of Islamic Religious Education Teachers in Madrasah

“…Islamic education teachers face several challenges in implementing the Merdeka Curriculum. First, the challenge faced is teacher competence (Hadi et al, 2023;Jones et al, 2021;Mahmud et al, 2023;Mohammadi Zenouzagh et al, 2023). Merdeka Curriculum requires teachers to have a deep understanding of the subject and the ability to develop innovative learning materials and methods (Looi et al, 2023).…”

“…Previous research has shown that the implementation of the Merdeka Curriculum can foster increased motivation (Aliyyah et The Merdeka Curriculum has the potential to inspire teachers to incorporate a wider range of educational approaches (Jonker et al, 2020;Supriyoko et al, 2022), ensuring that students engage in more meaningful learning experiences (Tumin et al, 2020). Moreover, this curriculum has the ability to enhance the overall quality of education within schools (Aliyyah et al, 2023;Mahmud et al, 2023;Purwasih et al, 2021). By granting educators the freedom to tailor their teaching methods according to the unique needs and interests of their students, the Merdeka Curriculum unlocks a world of possibilities (Zaini & Wahib, 2022).…”