Exploring the effect of reflection to inquiry teaching through lesson study for learning community

Abstract

The purpose of this study is to explore the learning science of Junior High School teachers from inquiry-based learning strategy through reflection session during activity of lesson study for learning community program. Reflection is important part of the professional development of teachers through lesson study for learning community that teachers learn science content, didactic, and pedagogy. In lesson study for learning community program, teachers learn science content, learn how to develop lesson design, learn how to deliver the science lesson at real class and teacher learn also how student learn through reflection sessions. Data was collected through video recordings and field note from two classes. Then video recordings was transcribed and analyzed. We found the most discussed reflection theme is 48% about student learning activity. In addition the second most discussed theme of reflection is about the learning phase of 43% and 9% of teachers to reflect on learning content. And then we found that teachers play an important role to facilitate (a) students to engage in scientific investigation, both cognitively and attitude; (b) students to understand and build the concept through collaborative learning. Reflection session helps teachers to learn new teaching strategies from practice and improve student learning outcome.