Designing Lesson Plans Research Articles

English Teachers’ Perception in Implementing Merdeka Curriculum At Senior High School

This research aims to find out and describe what is English teachers' perception in implementing Merdeka Curriculum at SMAN 1 Rancaekek, what are the problems faced by English teachers in implementing Merdeka Curriculum at SMAN 1 Rancaekek, and what are the teachers' strategies for overcoming problems faced in implementing Merdeka Curriculum at SMAN 1 Rancaekek. This research was conducted at SMAN 1 Rancaekek and used qualitative descriptive methods. Data collection was carried out through questionnaires, interviews, and document analysis. The participants in this research were four English teachers. The data results from the questionnaire are divided into 5 indicators; launch of Merdeka Curriculum, Merdeka Curriculum priority stage, design principles and implementation mechanism of Merdeka Curriculum, direction of change in Merdeka Curriculum, and structure and framework of Merdeka Curriculum. The results of the study show that teachers have a positive perception of the implementation of the Merdeka Curriculum at SMAN 1 Rancaekek. However, in its implementation, English teachers face several problems such as designing lesson plans, students with low learning motivation, and limitations of Merdeka Curriculum-based textbooks as learning resources. To overcome this problem, English teachers use several strategies, such as adjusting in preparing teaching modules, participating in the English Subject Teacher Deliberation (MGMP) forum, and increasing students' learning motivation in learning English. Therefore, even though English teachers have positive perceptions, they still need adaptation in their implementation.

Using Lesson Study as a tool to cope with instructional challenges: A case study of Chemistry teachers in Nigeria

Educators encounter many obstacles in effectively planning and teaching students in the classroom. One of the most significant challenges is the constraints imposed by curriculum standards, which can hinder teachers from customizing lesson plans that reflect students' current situations. To address this issue, a research study was conducted to investigate how collaborative professional development using lesson study could support teachers in managing lesson planning and teaching issues in schools. Two chemistry teachers in Educational District IV Lagos State, Nigeria, participated in the lesson study process, were interviewed, and engaged in writing a reflection. The data gathered were transcribed, coded, analyzed, and the results revealed that chemistry teachers face difficulties due to curriculum standards and expectations of national and external examinations. Nevertheless, through lesson study, the teachers recognized the necessity of prioritizing students' needs while designing lesson plans to overcome challenges and make chemistry relevant to students.

Expanding teacher understanding of scaffolding for multilingual learners using a language-based approach to content instruction

Scaffolding ensures multilingual learners (ML) are adequately challenged and supported at school while learning English and subject area content. Due to the dynamic nature of language development, teachers may struggle to anticipate how to adequately scaffold lessons or reflect on their practice to identify areas for improvement. This paper examines how nine middle and secondary teachers across different content areas expanded their understandings of scaffolding for MLs. Using qualitative case study methods, data were collected through M.S. Ed. in TESOL coursework incorporating a Language-Based Approach to Content Instruction (LACI). LACI emphasizes teaching content through language, ensuring MLs access grade-level content while supporting language development. Data sources include major course assignments: (a) a designed lesson plan and reflection of the taught lesson, and (b) a video-based observation of a lesson. Both assignments incorporated the six Cs of Support (namely, a means of scaffolding based on LACI). Findings indicate that teachers deepened their understanding of scaffolding in general and in relation to the six Cs of Support for MLs. This study anticipates how teachers approach, expand upon, and apply their understandings of scaffolding practice, offering insights and implications for teacher educators to enhance how scaffolding is presented in coursework with a focus on MLs.

The Zone of Proximal Development in Pre-service Teacher Training A Case Study on ZPTD in Lesson Plan Design

This study explores the application of Vygotsky’s zone of proximal development in pre-service teacher training by investigating the effectiveness of ZPTD in lesson plan design. A qualitative research approach has been utilized to gather and analyze both versions of a lesson plan designed by a pre-service teacher (the researcher). The revised lesson plan, with appropriate scaffolding from the instructor and suitable advice from peers, is more balanced and better developed when compared to the original version that created by the pre-service teacher alone. In comparison to effects of microteaching, students show increased engagement and motivation in the modified lesson plan implementation, indicating that the pre-service teacher has reached the potential level in lesson plan design with the help of the instructor’s scaffolding. By bridging the gap between the pre-service teacher’s current and potential level of designing a lesson plan, this study shows that ZPTD can be applied in pre-service teacher training on lesson plan design.

Generative AI tools as educators’ assistants: Designing and implementing inquiry-based lesson plans

This study investigates the integration of Generative AI (GenAI) tools into educational practices, specifically focusing on the design of Inquiry-Based Learning (IBL) lesson plans. Based on a particular IBL framework that synthesizes the core attributes of IBL by combining the strengths of various models, the study explores educators' potential utilization of GenAI tools across the framework's phases. Among other capabilities, GenAI tools were examined for their support in content creation, assessment and feedback processes, as well as in the design of learning activities and lesson plans. This examination informed the classification of GenAI tools in this study, organizing them according to their potential utility for educators. These groups and subgroups of tools were then aligned with each phase of the IBL framework, demonstrating their role in achieving the objectives of each phase. Several practical examples across different grade levels and disciplines were also provided to highlight their prospective use. The systematic classification of GenAI tools introduced in this study fills a notable gap in the literature, thus making a valuable contribution to the field of GenAI in education. Additionally, by demonstrating how this classification can be applied as educators craft and deliver IBL lesson plans, the study further contributes by providing guidance on the effective use of these tools in real-world educational contexts.

Investigating EFL teachers’ lesson planning for chatbot-assisted learning of argumentative writing: a TPACK perspective

ABSTRACT This study examined how teachers integrate chatbots into English as a foreign language (EFL) teaching and learning, drawing upon the Technological Pedagogical Content Knowledge (TPACK) framework. Ten teachers were invited to design lesson plans for teaching argumentative writing using a chatbot named Argumate. We analyzed the teachers’ professional knowledge, as demonstrated in their lesson plans. Additionally, interviews were conducted to understand the teachers’ reasoning behind their instructional planning. The results revealed that the teachers adopted three approaches to chatbot integration, including teacher instruction followed by chatbot use, chatbot use followed by teacher instruction, and chatbot use supplemented with teacher instruction. Moreover, the teachers demonstrated their professional knowledge by combining the chatbot with different teaching strategies (e.g. collaborative learning and experiential learning) and using the chatbot to design learning activities (e.g. chatbot-assisted writing practice and chatbot-supported debate activities) that leveraged the chatbot’s strengths. The teachers’ professional knowledge was also evident in their ability to identify the chatbot’s limitations and supplement chatbot-related activities with additional activities to provide comprehensive support for students’ writing development. The findings shed light on the potential of chatbots as a language learning tool and the importance of teachers’ professional knowledge in integrating chatbots in the language classroom.

ENGLISH TEACHERS’ READINESS IN DESIGNING LESSON PLAN BASED ON CURRICULUM MERDEKA AT VOCATIONAL SCHOOL NUMBER 1 JAMBI

This research, conducted by Kharisma Nur Azizah, explores the readiness of English teachers at SMKN 1 Kota Jambi in designing lesson plans based on the "Curriculum Merdeka." The study aims to identify the preparations and challenges faced by teachers in supporting their readiness for the 10th-grade lesson plans under this new curriculum framework. Utilizing a qualitative case study approach, the research collected data through interviews. The findings reveal several key aspects of readiness and challenges for English teachers. Readiness includes cognitive aspects such as the importance of lesson plan design, understanding the independent curriculum, using media resources to support lesson plan creation, and the ability to compile and evaluate lesson plans effectively. Physical readiness (energy and health), psychological readiness (interest and motivation), and the availability of supporting facilities and infrastructure are also critical components. The study found that the curriculum is both flexible and complex. Teachers utilize various media sources like ESP, TOEIC, the Merdeka teaching platform, and YouTube to prepare lesson plans based on major department profiles and determine competency (CP), topic (TP), and lesson activity plans (ATP). Physical readiness in designing lesson plans requires an intensive two-week period, while psychological readiness helps increase knowledge and update teaching experiences to meet student needs effectively.Challenges include time management and aligning lesson plans with diagnostic assessments of student characteristics to ensure they meet the standards of the Curriculum Merdeka.

Learning Management at Private Junior High School

The researcher is interested in gaining a deeper understanding of the learning management in this school because its implementation targets Qur'an tahfidz with a focus on the quality of Qur'anic tahsin using Al-Baqry to recognize the students' learning methods. This study utilizes a case study approach, with data collection techniques including interviews, document analysis, and observation. Data analysis involves creating detailed descriptions of the case, data reduction through summarization, focusing on essential aspects, identifying themes and patterns, and eliminating unnecessary information to provide a clearer picture. The researcher then presents the data to facilitate understanding of the findings. Finally, conclusions are drawn, and data validity is ensured through credibility testing and confirmability using triangulation. The research results indicate that the lesson planning at MTTQ School Private Junior High School includes achieving learning objectives, designing lesson plans, syllabi, semester programs, and annual programs. The organization of Qur'an memorization learning utilizes all learning components, including task distribution and selecting teaching tactics. The implementation involves face-to-face small group sessions, with one mentor teacher responsible for 8-10 students. The schedule is developed by the Tahfidz supervisor, school principal, and mentor teachers, allocating 6 hours a day for Tahfidz learning, divided into 3 sessions: 1 hour for memorization, 3 hours for review, and 2 hours for additional memorization. Evaluation methods include introductory supervision, ongoing supervision, and feedback supervision.

In the future I will use corpora in my classroom: is it really applicable?

The aim of this study was to assess in-service teachers’ pedagogical skills that enable them to exploit corpora successfully in their daily teaching. The teachers attended an intensive training course and were then asked to submit end-of-course projects. The projects involved designing lesson plans based on the teaching contexts and implementing corpora into these plans according to their contexts. The project outcomes revealed that the submitted plans were preliminary and basic in terms of using corpus resources and activities. However, the teachers were genuinely keen to implement corpora into their daily teaching. The teachers applied corpora as an additional teaching methodology and in supplementary activities after explaining the learning units’ aims, periods, foci, and so on. They used corpora as hands-on supplementary sources of information, which was understandable for early application. The teachers seemed willing to implement corpora in their classrooms and needed no further training, but they might still need more guidance and feedback on the first-time application, which could lead to successful implementation.

Developing Chemistry Lesson Plan Design: Integrating Scientific Explanation by CER Framework in STEM Learning

The main supporting component of a comprehensive learning implementation, scientifically prepared according to the chemical context, is developing a chemistry lesson plan. Scientific explanations in chemistry learning often involve causal mechanistic explanations of chemical phenomena, which provide a paradigm for understanding chemical concepts. This research aims to describe how prospective chemistry teachers use scientific explanations to develop CER framework in chemistry lesson plans that align with STEM learning. A descriptive qualitative research design was used. The authors conducted this research on 20 prospective chemistry teachers. This research used the document review, observation, CER framework assessment, and interviews. Prospective chemistry teachers can theoretically and practically prepare chemistry learning plans. The study reveals that prospective chemistry teachers struggle to offer scientific explanations for the concepts they explain through CER framework. Their responses to the CER framework assessment reveal numerous unconnected scientific explanations. One cannot combine evidence and reasoning claims into a systematic unity to explain a chemical phenomenon.

Analisis Perubahan Karakter Siswa Terhadap Pembelajaran Akidah Akhlak

This research aims to analyze the extent of students' character changes towards the learning of Akidah Akhlak (Faith and Morality). The research method used in this study is a qualitative descriptive research method with a case study approach (Field) using observation and interview methods. Data sources consist of primary (main) and secondary (supporting) data, with the research conducted at a school located in SMA Muhammadiyah 23 East Jakarta. The data collection technique to determine the research subjects is triangulation, which involves data collection, data reduction, data presentation, and conclusion drawing. This technique is chosen to ensure data validity by comparing interview results with the research object. The research findings indicate that the planning of Akidah Akhlak teacher's learning in character formation efforts in students involves designing lesson plans involving media and also demonstrating good manners so that students can also apply them directly. The implementation of Akidah Akhlak learning with the aim of forming student character has been carried out by referring to the rules and regulations applied in every activity or learning process in each educational institution. Evaluation of Akidah Akhlak teacher's learning includes assignments and practices given by teachers, daily tests, mid-term tests, and final tests for students. The delivery of Akidah Akhlak learning in shaping student character applied by subject teachers at SMA Muhammadiyah 23 has yielded very satisfactory results, allowing students to gradually form their characters well and practice them in the school environment.

Examining S-T-E-M Teachers’ Design of Integrated STEM Lesson Plans

Reform efforts in different parts of the world call for the adoption of integrated approaches to STEM education. However, little is known about how teachers work, as members of learning communities, to design STEM teaching material such as lesson plans. To address this gap in the literature, we examined the design of STEM lesson plans by in-service secondary teachers (n = 26) from all S-T-E-M disciplinary backgrounds who participated as members of a learning community in the context of a 7-month professional development program comprised of 13 small-group sessions. STEM lesson plans were analysed based on the key characteristics of a conceptual framework of integrated STEM, and the teachers’ identified interdisciplinary elements were analysed through the boundary objects framework. The qualitative content analysis produced four main findings: (a) divergencies take place at the disciplinary level when teachers design STEM lesson plans; (b) teachers coming from different disciplines have different positioning regarding specific integrated STEM key characteristics; (c) the type and sequence of instructional activities served as a boundary-design practice; (d) the nature of the boundary objects that teachers identify in order to teach integrated STEM differs according to the discipline. The findings of the study shed light on teachers’ understanding and needs at the disciplinary level and call for specially designed STEM professional development programmes that provide explicit opportunities for disciplinary boundary crossings.

The quality of prospective mathematics teachers' dynamic geometry tasks in terms of the coordination between mathematical depth levels and technological actions

AbstractBackgroundTeachers must have the skills to find, select, design and use technology‐based mathematical activities that focus on high‐level cognitive demands—supporting student reasoning. However, they experience various difficulties in creating, planning and making decisions about how and when to utilize technological affordances.ObjectivesThis study aims to examine the quality of prospective school mathematics teachers' (PMTs) tasks containing the use of dynamic geometry software through the analysis of the coordination between mathematical depth levels (MDLs) and technological actions (TAs), according to Trocki and Hollebrands', Digital Experiences in Mathematics Education, 2018, 4, 110–138, Dynamic Geometry Task Analysis Framework.MethodsWithin groups, PMTs designed lesson plans that included dynamic geometry tasks (DGTs) based on the learning outcomes of the middle school mathematics curriculum. They then created micro‐teachings of these tasks. The participants' DGTs and transcripts of their microteaching videos were the main data sources.ResultsWe found that many prompts included no TA or a single TA, regardless of the prompts' MDLs. Moreover, the results showed that the high‐depth prompts aimed to contribute to students' reasoning processes on geometric concepts through the TAs, which required specific tools such as dragging and sliding to get generalizations. Although the groups differed in the quality and number of DGTs, the groups' lesson plans mostly contained low‐ or medium‐quality DGTs regarding the coordination between MDLs and TAs.ConclusionsInforming PMTs about high‐quality technology tasks and increasing their awareness on this matter is a priority to encourage them to incorporate innovative technological activities in their mathematics instruction.

Designing Lesson Plans with New Content Knowledge: The Intersection of Content Knowledge and Pedagogical Content Knowledge

ABSTRACT Although teachers’ instruction has been extensively studied, there is a dearth of research investigating how teachers design lessons and integrate new information into their existing lessons. This study utilized a case study approach to examine how teachers engaged in a nanoscale science professional development experience integrated new science content into their lesson plans. Five experienced science teachers were tracked as they conducted science research and developed new lessons that integrated their research into their science instruction. The findings showed that these teachers had to cross borders between science and education to design lessons, and three priorities framed their lesson planning processes: understandability, engaging students, and relevant real-world applications. For teachers whose students were assessed with end-of-grade high-takes testing, fitting the new information into the tested material was essential. The study provides insight into this border-crossing process and has implications for the design of programs that implement research experiences for teachers.

Pelaksanaan Literasi Kewarganegaraan Siswa Di SMA Kabupaten Simeulue Dalam Era Globalisasi

This study examines the implementation of civic literacy in simeulue high school. It uses qualitative research methods to analyze social symptoms and behaviors in order to understand and improve student civic literacy. The study focuses on 5 civic education teachers as informants and collects data through observation, interviews, and documentation. The results suggest that student civic literacy can be improved through the implementation of curriculum, including the design of lesson plans and the use of elaborative learning models. The professionalism of teachers also plays a vital role in enhancing civic literacy. Additionally, the study suggests that literacy corner activities at school can further enhance civic literacy. However, there are some challenges related to the implementation of student civic literacy at Simeulue high school.

Teaching Religious Moderation by Islamic Education Lecturers: Best Practices at Three Islamic Universities in Mataram City

The study underscores the criticial role of religious moderation in preventing intolerance and radicalism among university students, particularly in Mataram city. The integration of religious moderation in the learning process has not been has been lacking, despite their crucial position in developing high-quality, balanced educational materials. This qualitative research investigates the teaching practices of religious moderation among Islamic education lecturers, employing in-depth interviews with lecturers from three Islamic universities in Mataram City. The findings reveal that religious moderation is taught using a moderate narrative approach that is integrated with other subjects. This is supported by various activity programs centered on moderation. Teaching occurs within a transformative-moderative model that aligns with academic objectives and is disseminated through social media platforms. This research highlights a significant gap in the teaching of religious moderation, both formally and informally, and emphasizes the importance of nurturing this core Islamic principle through social and religious engagement. The study recommends widespread communication of religious moderation goals through inclusive, web-based platforms to promote moderate, just, and tolerant narratives. Additionally, it calls for Islamic education lecturers to carefully design lesson plans and restructure the learning process around religious moderation.

Debriefing Program of Digital Literacy-oriented Teaching Material Development for Prospective Physics Teacher Students in the MBKM-Teaching Assistant Program

This study aims to develop a debriefing program for prospective physics teacher students in order to develop digital literacy-oriented learning tools through the independent learning campus program - teaching assistance program (MBKM - Teaching Assistance Program). One of the converted courses in the teaching assistant program is the development of learning tools. The debriefing model given to students is in the form of project-based debriefing. The Reeves design-based research (DBR) model was used as the research design, and the data were processed descriptively. A field needs analysis was conducted on students who had taught in schools through the analysis of learning aids and questionnaires. The participants in this study were 18 students who are prospective physics teachers and also members of the Teaching Assistance Program. The research stages are needs analysis, curriculum analysis, lesson plan design for material analysis, and learning assessment. All forms of projectbased assignments were directed at the development of digital literacy-oriented teaching materials. The results of the research were in the form of stages of debriefing, debriefing materials, and procedures for application debriefing programs. In addition, the results of the limited trial showed that students tend to have digital literacy skills in the medium category. They are already proficient with several applications in designing interesting and correct teaching materials. Keywords: digital literacy, prospective physics teacher, MBKM-teaching

Application of Kimi Intelligent Assistant in the Teaching of Water Pollution Control Engineering Course

With the rapid development of artificial intelligence technology, its application in the field of education is becoming increasingly widespread. This paper introduces the functional features of the Kimi Intelligent Assistant and elaborates on its application in the teaching of Water Pollution Control Engineering course from aspects such as assisting in lesson plan design, creating mind maps, answering questions, process design, exercise compilation, and extracurricular extended learning. Challenges and countermeasures of introducing Kimi Intelligent Assistant into the course teaching are analyzed from the perspectives of technology integration, teacher training, student acceptance, data security and privacy, cost, and curriculum content updates. The paper also provides a prospect for the further application of the Kimi Intelligent Assistant, suggesting that it is expected to become an important tool in promoting the technological development of future environmental engineering education.

Process of Designing Lesson Plan in Maths Subject According to STEAM Education Orientation

Today, STEAM education is a trend and is strongly deployed by many countries around the world, especially developed industrial countries. STEAM education is one of the Viet Nam general education program orientations after 2018. Vietnam's implementation of STEM education in K12 schools has been shown through the orientations in the overall general education curriculum. This article presents some basic theoretical knowledge about STEAm education such as concepts, characteristics, and forms of organizing STEM education in Vietnam's new general education program. From there, focus on researching and proposing the process of designing Math lessons according to STEM education orientation for primary school students.

2022 개정 교육과정을 반영한 중학교 미술교과 디자인 단원 수업지도안

Objectives This study proposes a design instructional plan for middle school art departments to develop core competencies pursued in the 2022 curriculum.
 Methods This article examines the core competencies outlined in the 2022 curriculum and proposes a framework for achieving them in design education in the art department, followed by the development of a design lesson plan.
 Results The framework of the new design education is to learn knowledge about solving problems in life through design and its convergence with other fields. To achieve this, students are encouraged to creatively solve problems in their immediate surroundings, read texts on the convergence of design and other disciplines, and imagine what the future will look like when technology and design converge.
 Conclusions Through this course, it is expected that learners will be able to integrate knowledge and experience from various fields to solve problems creatively and proactively deal with new situations.