Implementation of problem-based learning model through lesson study for improving prospective biology teachers’ communication and collaboration skills

Abstract

Twenty-first century learning requires prospective biology teachers to have life skills, including communication and collaboration skills. The purpose of this Lesson Study is to improve the understanding of concepts as well as the communication and collaboration skills of prospective biology teachers. Two cycles of Lesson Study activities are carried out, each of which consists of three stages, namely Plan, Do, and See. This mix methods research's subject were the 66 Bachelor's Degree students in the Department of Biology Education, Universitas Negeri Malang who took Twenty-first Century Innovative Biology Learning course on May 2021 via online meeting platform. The research instrument were observation sheet on learning activities and assessment sheet for communication and collaboration skills adapted from Greenstein (2012). Based on the results of the Lesson Study, the prospective biology teachers’ communication skills increased from “proficient” in the first cycle to “exemplary” in the second cycle. However, the prospective biology teachers’ collaboration skills increased from “proficient” in the first cycle to “exemplary” in the second cycle. So the lecturers need to evaluate the learning process further.