Implementation Of Lesson Study Research Articles

Sosialisasi dan Pendampingan Lesson Study di SMAN 2 Kotabumi: Menuju Peningkatan Profesionalisme Guru

Lesson Study is an activity conducted to improve the quality of teaching. As a collaborative approach, Lesson Study consists of stages such as planning, implementation, evaluation, and reflection, with the aim of continuously enhancing the quality of teaching. Therefore, the community service team from Universitas Muhammadiyah Kotabumi (UMKO) held a socialization event on October 14, 2024, to introduce the concept and stages of Lesson Study. This activity involved UMKO lecturers who are experts in various fields of study, acting as facilitators and mentors, providing both theoretical knowledge and hands-on practice to teachers. The event is expected to improve teachers' understanding and skills in implementing Lesson Study and encourage them to continuously develop innovative and effective teaching methods. This program also facilitates collaboration among teachers from different subject areas and supports the creation of a productive learning community at SMAN 2 Kotabumi. The outcome of the Lesson Study socialization activity at SMAN 2 Kotabumi shows a significant improvement in teachers' understanding of the fundamental concepts and practical application of Lesson Study.

Penguatan Karakter Integritas Siswa Melalui Lesson Study Dalam Upaya Pencegahan Bullying di SMP Negeri 2 Percut Sei Tuan

This study aims to determine the strengthening of students' integrity character through the Lesson Study model as an effort to prevent bullying at SMP Negeri 2 Percut Sei Tuan. Lesson study is a model for fostering the profession of educators and education personnel through collaborative and continuous learning assessments based on the principles of collegiality and mutual learning to build a learning community. This study is a type of qualitative research with a descriptive analysis method. Data collection techniques in this study are observation, interviews, and documentation. The results of the study obtained are that teachers have carried out their role as character builders through good and responsive responses to every report of bad treatment received by students. However, strengthening students' integrity character is still lacking due to the less than optimal implementation of lesson study. The implementation of lesson study at SMP Negeri 2 Percut Sei Tuan is still less than optimal due to the lack of teacher understanding regarding the importance of implementing the lesson study. Teachers still do not understand the stages of lesson study, namely plan (planning), do (implementation), and see (reflection).

OKE STAR: Supporting the success of lesson study in high school

The first aim of our study is to document how the SBLS implementation process works. The second aim is to analyze teacher and student responses to implementing a School Based Lesson Study (SBLS). This research is survey research. The survey was conducted at one of the state high schools in Malang. The data collection process was carried out through observation, interviews, and the administration of questionnaires. Data collection was carried out in May 2024. Participants in this study were 33 students. They are 1 school principal, three Indonesian language subject teachers, and 29 class XI science students. A total of 16 male students and 13 female students. The students' ages range from 15 to 16 years. Observation, interviews, and student and teacher response questionnaires collected data. Data was analyzed qualitatively and quantitatively. The survey results show that implementing Lesson Study (LS) in schools has gone well. Students no longer look awkward when observed; teachers are skilled at planning and reflecting on learning outcomes. The school principal actively participates in LS activities by implementing the OKE STAR method. The response of teachers and students to learning that uses LS activities is very good.

Transforming Islamic Education through Lesson Study (LS): A Classroom-Based Approach to Professional Development in Southern Thailand

Private Islamic schools in Southern Thailand face significant challenges, particularly in adhering to national educational standards, which impacts students’ academic outcomes. Most Islamic Studies teachers lack formal pedagogical training, resulting in a teaching approach that often fails to engage students effectively. This study employed participatory action research (PAR) involving 32 Islamic Studies teachers across 10 schools. The research was structured around the four phases of PAR: establishing relationships, collaborative design, implementation through LS and Open Approach, and reflective assessment. The implementation of Lesson Study and Open Approach led to significant improvements in teaching practices, shifting from traditional teacher-centered methods to learner-centered approaches that emphasized critical thinking, self-directed learning, and the integration of ICT. This study demonstrates that adapting LS to the context of Islamic education can enhance professional development for teachers and improve educational outcomes. This approach could serve as a model for broader educational reforms in the region.

Implementation of Lesson Study in Improving Creative Thinking and Student Learning Outcomes in Social Sciences Subjects

There is a Japanese teacher professional development model that effectively improves the quality of learning, namely Lesson Study. This research aims to analyze the impact of implementing lesson study on improving creative thinking and student learning outcomes in Social Sciences (IPS) subjects at MTsN Batu City. The research method used is classroom action research (PTK) with a qualitative and quantitative approach. The research subjects were students of class VIII MTsN Batu City. Data was collected through observation, interviews, and learning outcomes tests. The research results show that lesson study significantly improves students' creative thinking abilities and learning outcomes. Qualitative Findings: Observations revealed increased student participation in group discussions and submission of new ideas. Teachers report that collaboration in lesson planning allows them to design more interactive and engaging strategies. Interviews with students showed increased confidence and engagement in exploring social studies concepts. Quantitative Findings: Test results show significant improvements in students' academic achievement. The student's average score on the initial test of 75 increased to 85 on the final test, with the t-test showing that this difference was statistically significant (p < 0.05). This demonstrates that lesson study has increased students' understanding and mastery of social studies material.

Implementasi Supervisi Klinis Berbasis Lesson Study dalam Meningkatkan Kinerja Guru di SD Negeri Bangkeh Kecamatan Geumpang Kabupaten Pidie

This research aims to find out whether the implementation of lesson study-based clinical supervision can improve the performance of Bangkeh State Elementary School teachers, Geumpang District, Aceh Pidie Regency. The research subjects were 8 teachers at Bangkeh State Elementary School, Geumpang District, Pidie Regency. Subjects are determined by the total sample or saturated sample. The research instruments used to determine teacher performance competency are interview guidelines, observation and documentation. This research uses school action research with two cycles. The research results showed that the teacher's performance in preparing the Learning Implementation Plan (RPP) after clinical supervision based on lesson study in the first cycle was in the adequate category with a score of 73.43 and in the second cycle it had increased to the good category with a score of 86.46. The teacher's performance in implementing learning in the first cycle was in the adequate category with a score of 70.04 and in the second cycle it increased to the good category with a score of 86.90. Based on the research results, it can be concluded that the performance of teachers at the Bangkeh State Elementary School, Geumpang District, Pidie Regency in planning the implementation of learning and implementing learning can be improved through the implementation of Lesson Study Based Clinical Supervision.

MENGATASI PERMASALAHAN SISWA DALAM PEMBELAJARAN: EKSPLORASI PENERAPAN MODEL PROBLEM BASED LEARNING (PBL)

The era of globalization confronts the world of education with quite complex problems. This encourages the initiation of problem-based learning methods/models. Social interaction in the form of collaboration is one strategy that makes it easier to solve problems. Various learning strategies are chosen, with the hope that students can improve the quality of their knowledge and skills. This research aims to find best learning practices that can provide added value for anyone who reads it. This research is a qualitative descriptive study using the STAR method (Situation, Challenges, Action, Reflection on Results and Impact) to describe the implementation of lesson study. The results of this research show that the use of the problem based learning model makes students trained in their critical thinking skills. Students are more critical because they are trained to formulate their own problems. This is shown by the increase in student learning outcomes as evidenced by the results of formative tests carried out during learning with the highest score being 100 and the lowest score being 60. This learning success factor is largely determined by the teacher's competence in managing learning, especially in terms of selecting innovative learning models and media that are developed. in teaching modules so that students' critical thinking abilities can increase.

Implementation of Lesson Study in Learning Sets through the Interaction of Living Things with the Environment

Implementation of Lesson Study in Learning Sets through the Interaction of Living Things with the Environment

Implementation of lesson study based on transcript-based lesson analysis on student learning activity

Implementation of lesson study based on transcript-based lesson analysis on student learning activity

Implementasi Program Kemitraan Dosen LPTK dan Guru di Sekolah dalam Merancang Pembelajaran Biologi berbasis LSLC (Lesson Study for Learning Community) di SMA Negeri 2 Limboto Kabupaten Gorontalo

There are numerous complex issues that can affect the quality of education in Indonesia. One of them is the low quality of learning and the perceived monotony. In the face of these challenges, teachers and lecturers, as agents of change, must continue to innovate. This writing is based on the partnership program between lecturers from Teacher Training and Education College (LPTK) and teachers from State Senior High School 2 Limboto, involving four biology teachers, the school principal, and one lecturer. The program aims to create interactive and effective biology learning for students. The proposed solution from this program is the implementation of Lesson Study for Learning Community (LSLC), consisting of three stages: Planning, implementation, and reflection, as a form of collaborative effort between lecturers and teachers in designing biology lessons. LSLC activities are conducted in three cycles with three Open Classes. Based on the completed stages, it can be concluded that the collaboration between lecturers and teachers through LSLC activities is highly beneficial and has an extraordinary impact on improving the quality of education. The collaboration between lecturers and teachers in each stage of LSLC activities demonstrates a tangible commitment to the education sector. Therefore, it is expected that a continuous collaboration with universities as school partners can be established.

Empowering prospective teachers’ scientific and digital literacy through exploring-resuming integrated criticizing (ERIC) in biology classroom

Prospective Science teachers need well-developed science and digital literacy to help the process of thinking, learning, communicating, working together, and working with their creativity. Unfortunately, various studies show that students' abilities regarding these two types of literacy still need to improve, especially in first-year students. This study aims to (1) analyze the potential impact of the ERIC learning model with the lesson study-based TPACK framework on science and digital literacy and (2) analyze the contribution of lesson study implementation during ERIC learning to the professional development of educators. This study used a concurrent mixed method. In-depth analysis through lesson study was conducted during the implementation of the ERIC learning model in a quasi-experimental setting. The collected data was then analyzed using the ANCOVA test to reveal the difference in mean scores between the experimental and control classes. At the same time, the results of learning observations and reflection on the lesson study phase were analyzed qualitatively. The results showed that the ERIC learning model with the TPACK framework had a significant effect on scientific and digital literacy. In addition, implementing lesson study enables educators to become more aware of students' learning difficulties and needs and, therefore, develop deeper knowledge about learning requirements

Upaya Meningkatkan Hasil Belajar IPA Siswa Kelas V SD Negeri Dawuan Tengah 1 Melalui Model Pembelajaran Kooperatif Tipe Teams Games Tournament (TGT) pada Pokok Bahasan Ekosistem

This study aims to explore the implementation of Lesson Study with the Realistic Mathematics This Classroom Action Research (CAR) focuses on enhancing Science learning outcomes among fifth-grade students at SD Negeri Dawuan Tengah 1, particularly in the topic of Ecosystem. The study employs the Teams Games Tournament (TGT) teaching method across multiple cycles. Pre-cycle assessment revealed low achievement rates, prompting a shift from conventional teaching methods to TGT. Results indicate a significant improvement in student performance over successive cycles, with 80% meeting the Minimum Mastery Criteria (KKM) by the second cycle. Analysis suggests that TGT fosters a more engaging and participatory learning environment, addressing student disinterest and fear towards Science. The findings underscore the importance of innovative teaching approaches in enhancing student learning outcomes, with implications for curriculum design and pedagogical practices.

Using design-based research to adjust lesson study with pre-service teacher candidates

PurposeThis study reports on changes made within the study, plan, teach and reflect steps of lesson study with pre-service teachers who were learning to teach within a disciplinary literacy course.Design/methodology/approachUsing methods associated with formative experiments and design-based research, this study gathered data over four iterations of the disciplinary literacy course. Data included the course materials, pre-service teachers’ written work, observational notes from research lessons, transcripts of post-lesson discussions and teacher-educators’ analysis sessions and pre-service teachers’ post-program interviews. Data were analyzed within and across iterations.FindingsInitial adjustments to the lesson study process focused on the reflect step, as we learned to better scaffold pre-service teachers sharing of observational data from research lessons. Later adjustments occurred in the study and plan steps, as we refined the design of four-day lesson sequences that better supported pre-service teachers’ attention to disciplinary literacy while providing room for their instructional mentors to provide specific team-based feedback. Adjustments to the teach step included reteaching and more explicit attention to literacy objectives.Originality/valueThis paper contributes to the literature by explicitly applying formative experiment and design-based research methods to the implementation of lesson study with pre-service teachers. Furthermore, it contributes examples of lesson study within a disciplinary literacy context, expanding the examples of lesson study’s applicability across content areas.

The impact of observers’ beliefs on the perceived contribution of a Research Lesson

Recently, Lesson Study (LS) has gained popularity in countries worldwide because of its potentially positive effects on teachers’ practices (e.g., reflection, cooperation, and pre-service development) and students’ learning. However, despite global interest in LS’s implementation, an important gap exists between Japanese LS and its implementation in other countries, which may be due to several reasons, such as differences in culture and educational systems or teachers’ beliefs. In this study, we examined the effect of teachers’ beliefs on their evaluation of LS in Chile. We administered a questionnaire to 94 teachers who participated in the Research Lesson (RL) as observers. The questionnaire assessed teachers’ beliefs and RL’s contributions to knowledge of the subject matter, instructional strategies, monitoring skills, lesson planning, and student understanding. Using a stepwise logistic regression, after controlling for sex and occupation, we found that the observers’ beliefs influenced their perceptions of RL’s contributions to monitoring, assessment, and instruction. Participants with student-focused beliefs were more likely to find that RL contributed to their monitoring skills and ability to assess students’ understanding of content. The results regarding instructional strategies were mixed. Our findings can help devise strategies to increase the effectiveness of LS implementation. For example, by designing two types of LS, one adapted to teachers with student-focused teaching beliefs and the other to teacher-focused teaching beliefs. To the best of our knowledge, this dual strategy is not part of LS implementation, at least in Chile. LS teams could easily explore this dual strategy, which could improve teachers’ professional development.

Implementasi Lesson Study dalam Pembelajaran Matematika Kelas VI SD Negeri Karyasari 1 Menggunakan Pendekatan Model Pembelajaran Matematika Realistik (Penelitian Tindakan Kelas)

This study aims to explore the implementation of Lesson Study with the Realistic Mathematics Education (RME) approach in teaching mathematics to sixth-grade students at SD Negeri Karyasari 1. The method of classroom action research was employed to observe two cycles of teaching, involving planning, implementation, and evaluation of lessons. Data were collected through observation, interviews, and analysis of student learning outcomes. The results of the study indicate that the application of the RME approach within the Lesson Study framework can enhance students' understanding of mathematical concepts, improve learning motivation, and strengthen collaboration among teachers. This research provides valuable insights into the effectiveness of this instructional approach in the context of primary education.

Subject-based lesson study supporting Merdeka Curriculum enactment: Findings from Malang City science teachers

Developing teacher capability in implementing the Merdeka curriculum can take advantage of the activity of sustainable lesson study. Lesson study conducted at the subject teacher community provides a place for teachers to learn collaboratively to improve their professionalism. This study aims at present the findings of the implementation of a subject-based lesson study carried out among junior high school science teachers in Malang City, Indonesia, and expose their responses regarding the impact of this activity on their professional development in supporting the Merdeka Curriculum enactment. Teachers are actively involved and enthusiastic in participating in lesson study activities. The teacher stated that the implementation of subject-based lesson study was a forum for mutual learning and improving teaching skills so that it supported the implementation of the Merdeka Curriculum. Even so, continuous implementation accompanied by strengthening the principles of lesson study and learning principles that emphasize student involvement as well as developing students' thinking skills is needed. Finally, the constraints and expectations expressed by the teacher can be considered for designing a subject-based lesson study implementation model to form sustainable lesson study for learning communities in the future.

Implementation of Lesson Study in the context of STEM education in a rural setting in Ireland: challenges and opportunities

PurposeThis research seeks to explore the potential of Lesson Study as a vehicle to support professional development (PD) in a rural, Irish primary school. Lesson Study was utilised to design and implement integrated STEM (Science, Technology, Engineering and Mathematics) lessons with young children (ages 4–7 years).Design/methodology/approachThree teachers were introduced to and participated in four cycles of Lesson Study over the course of one school year. Qualitative data were generated from interviews, collaborative weekly meetings and observation sheets.FindingsAnalysis suggests that Lesson Study supported the development of a culture of collaboration and provided an opportunity for teachers to share their knowledge. Findings also reveal that Lesson Study motivated teachers to reflect on their role within the classroom and enabled them to move away from teacher-led approaches. Although teachers perceived Lesson Study to be a beneficial form of PD, factors constrained their engagement, including practical, cultural and sustainability challenges.Practical implicationsThe study explores the adaptability of Lesson Study in first level education in the context of STEM education. It reveals teachers’ first experience of Lesson Study, given its stark contrast to more “traditional” PD experiences they are accustomed to. This article will, therefore, be of interest to teachers, school leaders and policy makers.Originality/valueThis paper contributes initial findings to a currently under-researched area, Lesson Study in a rural context. This study also combines Lesson Study with STEM education, which has not been widely explored.

Examining the impact of lesson study on teachers' professional development: A quasi-experimental study

This study sought to examine the impact of lesson study on teachers’ professional development. For this purpose, a quasi-experimental design involving 46 English teachers from 24 primary schools in Bahir Dar city, Ethiopia, was employed. Data were collected through questionnaires and analyzed quantitatively using means, standard deviations, independent samples t-tests, and pair sample t-tests. The findings of the study revealed that the teachers in the experimental group who participated in the lesson study intervention demonstrated better professional practices than those in the control group. This improvement was evident in the teachers' ability to prepare lesson plans, deliver classroom teaching, and reflect on lesson plans. Furthermore, the pre-test and post-test results of the experimental group showed that teachers had demonstrated better performance after the intervention. Generally, the study highlighted that a well-planned and implemented lesson study program can have a positive impact on the professional development of teachers.

Professional development of english foreign language teachers in Indonesia: non-english educational background

The paper reports on the results of a study aiming to analyze the teachers’ perception of their professionalism in teaching English as non-English education graduates as well as the challenges that are faced by the teachers. The data were collected from observation and interview with two English teachers of the Senior High School in Subang, West Java, Indonesia. The data were analyzed by a qualitative method through three steps: reduction, display and conclusion. From the interview result, two teachers have similar perceptions of professionalism in teaching. They believed that professional development can be improved by joining some events and programs in an effort of developing their pedagogical competence such as seminars, workshops, short courses or teacher training related to teaching in order to develop their knowledge of teaching methods. Meanwhile, the observation results show that both teachers have not applied all practical professional development activities in their classrooms, such as the implementation of lesson study is not achieved well and the teachers are not familiar with self-reflection. The result highlighted from two teachers’ perceptions of being professional that they are consciously confident that professionalism is undeniable for the sake of students’ achievement in learning English by having various of professional development courses or trainings. In conclusion, the researcher assumed that their teaching English professionalism could be developed as long as they have taught English skills which can be reinforced by some experiences in teaching English, applying pedagogical knowledge and attending teacher’s programs that can improve their competence in teaching.

Exploring the Impact of Lesson Study in Vietnamese Primary Education: Perspectives of EFL Lecturers

This qualitative study investigates the incorporation of Lesson Study, a pedagogical approach from Japan, into Vietnamese primary education, with a specific focus on the perspectives of Vietnamese English as a Foreign Language (EFL) lecturers. These educators, though not directly involved in primary education, engage with it through various roles like teacher training and curriculum development. The research is based on in-depth interviews with nine EFL lecturers from two educational institutions in Vietnam. Employing thematic analysis, the study identifies five key themes: collaborative enhancement of teaching practices, navigating cultural and systemic challenges, improved understanding of student learning needs, professional growth and empowerment, and challenges such as resistance to change and time constraints. These themes underscore the potential of Lesson Study in fostering collaborative and reflective teaching practices, as well as professional development. However, they also highlight the obstacles imposed by traditional educational norms and practical limitations. The study emphasizes the necessity of support structures and resources for effective implementation of Lesson Study, advocating for adaptations to align with local educational contexts and cultural values. Contributing to the discourse on professional development in EFL teaching, this research underscores the importance of collaborative, reflective practices in educational innovation. Moreover, it stresses the significance of considering unique cultural and systemic elements in applying pedagogical methods like Lesson Study. Offering specific insights into its application in the Vietnamese primary education context, this study not only enhances understanding of cross-cultural educational transfer but also provides practical guidance for educators and policymakers. It paves the way for further research in diverse educational settings, expanding the international conversation on educational practices.