The analysis of discussion pattern of lesson study-based learning process skill in vocational school

Abstract

Theory and practice are the ones that must be mastered in studying biology. The facts in the field show that biological knowledge is not accompanied by activities to practice the knowledge so that it focuses just on the theory. For this reason, a learning approach that develops knowledge acquisition processing skill which is a process skill is needed. Apart from the implementation of the strategies used, the success of the teaching and learning process cannot be separated from the teacher’s efforts. Lesson Study is one that can be used as a method for teachers to exchange ideas in the preparation and development of Biology learning plans. The purpose of this research was to determine the discussion pattern of Lesson Study-based learning process skill in High School (Vocational High School). The type of research is quasi experimental by applying learning skills based on the Lesson Study processes in the experimental class and conventional learning model in the control class. The results of the research analysis showed that there were varied patterns of discussion between collaborative groups and other group members with a significance of 0.041 (sig. = 0.041 <0.05). The pattern of discussion between teachers and students happened widely, teachers did not side with any group, and also guided people to be able to carry out learning well.