Sustainability of Lesson Study on The Lesson Study for Learning Community (LSLC) Program in Batu City East Java Province

Budiyanto, Moch. Agus Krisno; Rahardjanto, Abdulkadir; Hadi, Samsun; Husamah, Husamah

doi:10.23887/jere.v5i1.31616

Cited by 5 publications

(4 citation statements)

References 48 publications

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“…On the other hand, lesson study principles that are not appropriately implemented can disrupt learning activities (Setyawan et al, 2019). Continuous implementation, followed by strengthening the principles of implementing lesson study, provides teachers with an understanding of the practice and essence of lesson study (Budiyanto et al, 2021).…”

Section: Reflection Stage (See)mentioning

confidence: 99%

Subject-based lesson study supporting Merdeka Curriculum enactment: Findings from Malang City science teachers

Saparuddin,

Istiqomah,

Susilo

et al. 2024

jcse

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Developing teacher capability in implementing the Merdeka curriculum can take advantage of the activity of sustainable lesson study. Lesson study conducted at the subject teacher community provides a place for teachers to learn collaboratively to improve their professionalism. This study aims at present the findings of the implementation of a subject-based lesson study carried out among junior high school science teachers in Malang City, Indonesia, and expose their responses regarding the impact of this activity on their professional development in supporting the Merdeka Curriculum enactment. Teachers are actively involved and enthusiastic in participating in lesson study activities. The teacher stated that the implementation of subject-based lesson study was a forum for mutual learning and improving teaching skills so that it supported the implementation of the Merdeka Curriculum. Even so, continuous implementation accompanied by strengthening the principles of lesson study and learning principles that emphasize student involvement as well as developing students' thinking skills is needed. Finally, the constraints and expectations expressed by the teacher can be considered for designing a subject-based lesson study implementation model to form sustainable lesson study for learning communities in the future.

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Section: Reflection Stage (See)mentioning

confidence: 99%

Subject-based lesson study supporting Merdeka Curriculum enactment: Findings from Malang City science teachers

Saparuddin,

Istiqomah,

Susilo

et al. 2024

jcse

View full text Add to dashboard Cite

show abstract

“…In implementing the lesson study, there are three sections of activity, namely planning (plan), implementation, (do) and reflection (see). The main goal of lesson study is to improve the students' learning quality; the learning processes should be student-centered not teacher-centered (Budiyanto et al, 2021;Miharja et al, 2020;Sabilah et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

TBLA: Implementation of PjBL and Student Collaborative Skills in Science Learning at MTs Muhammadiyah 1 Malang

Wahyuni,

Hindun,

Nurwidodo

et al. 2024

J. Prisma. Sains

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Teachers are required to develop professional learning that can produce qualified students. Consequently, a learning model is required that enables 21st-century abilities. Each individual is supposed to master skills in the form of 21st century skills, one of which is collaboration. The Project-Based Learning (PjBL) is chosen with the consideration that it has stages that are able to encourage students to collaborate with other group members, use various thinking abilities of students individually and in groups, and improve the quality of interaction between students. This study aims to describe the implementation of learning and student collaborative skills, to describe TBLA in science learning at MTs Muhammadiyah 1 Malang, particularly in Vertical Motion material. This research method was qualitative descriptive research. The objects of study were 25 teachers and 8th-grade students of MTs Muhammadiyah 1 Malang. The research stages included designing teaching modules by using PjBL learning, implementing learning, and reflecting on learning based on the lesson study stages that consisted of a Plan Do See. The results of the study indicate that the implementation of PjBL in science learning, consisting of 6 steps, namely drawing questions, compiling project plans, compiling schedules, monitoring, testing results, and evaluating experiences, have been well described, both narratively and visually in the learning. Student collaboration skills in science learning material Vertical motion are 73.4% (high category). TBLA shows that the teacher speeches are more dominant, namely 85.94% and the students are 14.05%. It can be concluded that the implementation of PjBL learning was carried out well and students' collaborative skills were in the high category.

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“…Several activities that were felt to have sufficient impact on prospective teachers in this study chose lesson study activities (Durdu & Dag, 2017;Gomes et al, 2022;Nurmatin & Rustaman, 2016;Saito, 2023). Lesson study is an activity for the professional development of teachers and also prospective teachers through a collaborative process (Budiyanto et al, 2021;Miharja et al, 2020). Collaboration that is carried out is a joint practice of planning learning.…”

Section: Introductionmentioning

confidence: 99%

Developing prospective teachers' science-task knowledge and practice through lesson study

Istikomayanti,

Mitasari,

Lathifah

et al. 2024

JPBI

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Science learned requires constructivist experiences so that students could learnt to discover and conclude. However, today's learned challenges were increasing along with the diversity of students and interests. The aimed of this researched was to increase the knowledge and practiced of prospective science teachers in didactic practiced through lesson studied activities. Didactic knowledge and practiced includes aspects of knowledge in preparing student assignments and analyzing student learned difficulties. Apart from that, updating student competency achievements as a curriculum requirement was also a challenged for prospective teachers. This researched was a qualitative studied that conducted researched on the lesson studied group of prospective teachers consisting of two groups totaling eleven prospective teachers. Data collection was carried out through direct group observation, semi-structured interviews, and participant observation. The results of the implementation of the lesson studied project revealed the stages of science learned through the preparation of various learned ideas, the preparation of structured learned paths by thinking about the future, thinking about the process of student collaboration and the learned process. Constructed science concepts to determine objective learned outcomes. The results of this researched revealed how teams of prospective teachers collaborate in lesson studied learned and did things that built and support the team in achieving common goals.

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Sustainability of Lesson Study on The Lesson Study for Learning Community (LSLC) Program in Batu City East Java Province

Cited by 5 publications

References 48 publications

Subject-based lesson study supporting Merdeka Curriculum enactment: Findings from Malang City science teachers

Subject-based lesson study supporting Merdeka Curriculum enactment: Findings from Malang City science teachers

TBLA: Implementation of PjBL and Student Collaborative Skills in Science Learning at MTs Muhammadiyah 1 Malang

Developing prospective teachers' science-task knowledge and practice through lesson study

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