Students’ achievement and teachers’ perception in the implementation of lesson study-based cooperative learning

Abstract

Lesson study (LS) initially developed in Japan with over a century is a form of teacher inquiry in which teachers in small groups undertake collectively a cycle of “plan-do-see” activities to improve pedagogy and learning practice. LS has been practiced in many countries worldwide as well as developing countries in South East Asia region. This paper reported the implementation of LS on enhancement students’ activeness in classroom and concept comprehension in biological class as well as teacher’s perception in improving their quality as LS applied. We used cooperative learning model in three cycles of LS practice of this study. The results showed that students’ activeness during LS in cycle I was 1.9% of excellent, 46.3% of good, 50.6% of fair and 1.2% of poor. The students’ activeness was better in cycle II become 7.4% of excellent, 56.2% of good, 36,4% of fair and 0% of poor. In cycle III students’ activeness rise to 11.7% of excellent, 71.6% of good, 16.7% of fair and 0% of poor. Student’s comprehension on biological concept in this study was increased from 64.2 to 75.8 and 82.7 in cycle I, II and III of LS, respectively. Those results reflected that LS implementation improved students’ activeness on biology lesson and concept comprehension in biology. On the other hand, all teachers evolved in this study perceived that LS implementation can improve teachers’ professional quality and promote teacher’s professional development. They strongly agreed that LS be beneficial for them to become a better-quality biological teacher.