Implementation Of Lesson Study Research Articles

Exploring Lesson Learned From Lecturers’ Experience On Implementing Lesson Study In Higher Education

In the ever-evolving landscape of education, the importance of innovative teaching methodologies cannot be overstated. One such approach that has gained substantial traction in recent years is Lesson Study. This study aims at investigating lecturers’ experience on implementing lesson study, specifically the lesson learned from lesson study. This study employed case study which involved five lecturers at higher education level as the participants. The data were gained through open ended questionnaire, interview, and documentation. The results indicated that the lessons learned that confirmed by the participants are: enhanced creativity and innovation, targeted student - centered teaching, cultivation of reflective practitioners, and building a supportive community. In conclusion, lesson study is not only gives new experience for lecturers but also new insight that can be useful for their teaching improvement.

Study on the Application of Lesson Study in Increasing the Effectiveness of Learning Practices at SDN 15 Mataram

In essence, pupils have a right to education. However, a sizable portion of the class still doesn't study. The learning outcomes are not ideal since many pupils do not learn. It is stated that learning is ineffective since a large number of pupils' learning results are subpar. This is why lesson study, a teacher forum, is necessary to enhance learning and make it more efficient. In light of this backdrop, the research's goals are to: a) assess the degree of lesson study implementation at SDN 15 Mataram. b) to evaluate if lesson study has a positive impact on SDN 15 Mataram's instructional methods. There is descriptive qualitative research in this study. Using percentages and values, the information gathered through observation and interviews was examined. The use of lesson study at SDN 15 Mataram can improve learning practices, according to the findings and analysis of the research data, which show that: a) the implementation of lesson study there is adequate.

PRINCIPALS’ INSTRUCTIONAL LEADERSHIP ROLE AND LESSON STUDY PROGRAM IMPLEMENTATION IN PUBLIC SECONDARY SCHOOLS IN KAJIADO COUNTY, KENYA

The study investigated principals’ instructional leadership role and lesson study program implementation in public secondary schools in Kajiado County. The objectives were to find out the role the principals played in supervising the implementation of the lesson study program and to find out the role the principals played in promoting collaborative practices when implementing the lesson study program. The study was anchored on Carrier’s instructional leadership model and Vygotsky’s social-cultural theory. A mixed-methods research approach was used with a convergent parallel mixed-methods design. The study’s target population consisted of 95 public secondary schools, 95 principals, and 651 mathematics and science teachers from Kajiado County, with a sample size of 29 principals and 248 mathematics and science teachers. This was achieved using probability and non-probability sampling techniques, which included purposeful, proportionate, and simple random sampling. The collection of data was done using an interview guide for principals and a questionnaire for teachers. A pilot study was conducted in two schools that had characteristics similar to those of the schools that were involved in the study. The research instruments were validated by experts with knowledge of instructional leadership from Tangaza University College and the Catholic University of Eastern Africa. The analysis of quantitative data was done using descriptive statistics, which included frequency distributions and percentages, and were generated using Statistical Package for Social Sciences (SPSS) version 25. The data was presented in the form of bar graphs, pie charts, and frequency tables. Qualitative data was analyzed using a thematic approach and presented using narratives and direct quotes. The findings revealed that secondary school principals carried out supervision throughout the process of lesson study by attending lesson study meetings, observing lessons, and giving feedback. They also discuss challenges encountered by teachers during lesson study implementation, such as limited time, lack of funds, heavy workload, and competing programs. School principals were also found to be supportive in terms of collaborations such as teamwork, peer lesson observation, and team teaching. However, the study found some challenges that face such collaborations which include a lack of clear understanding of lesson study by newly employed teachers as well as uncooperative teachers, especially those with many years of experience. The study concluded that despite the challenges facing lesson study implementation, public secondary school principals in Kajiado County make an effort to supervise lesson study implementation. The study also concluded that secondary school principals promote collaborative practices that support the implementation of lesson study programs. The study recommends that Center for Mathematics Science and Technology Education in Africa (CEMASTEA) organizes training on lesson study for mathematics and science teachers with a teaching experience of less than five years as well as sensitization workshops on lesson study for secondary school principals who are newly employed. Also, the study recommends that the Ministry of Education (MOE) develops a clear policy for lesson study implementation. The study suggests that further research be conducted to investigate lesson study program and students’ academic achievement.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0019/a.php" alt="Hit counter" /></p>

PENERAPAN PEMBELAJARAN BERBASIS LESSON STUDY UNTUK MENINGKATAN KEMAMPUAN KOLABORASI DI SMA KEMALA BHAYANGKARI

Lack of collaboration skills can be seen from the ineffectiveness of learning in groups. This research aims to determine the increase in collaboration skills through the implementation of lesson study-based learning at Kemala Bhayangkari High School. This type of research is classroom action research. The subjects of this research were class X1 students who worked in groups. The instrument used was an observation sheet filled in by 3 observers. This research data is in the form of observations of collaborative activities carried out by subjects in their groups. Student collaboration is enhanced by using the Lesson Study strategy which facilitates collaboration between fellow educators in terms of planning, implementing and evaluating learning. The results of this research show that in cycle 1 and cycle 2 the collaboration indicators experienced enhancement. It can be concluded that there has been an increase in teacher and student collaboration at Kemala Bhayangkari High School as a result of implementing lesson study.

What’s the Lesson?: Using Lesson Study to Develop Curriculum for Preservice Secondary Mathematics Teachers

Lesson study, a popular method of professional development in which instructors collaborate to critique and improve a lesson, can be used for curriculum development. This paper describes an implementation of lesson study that went through two iterations across different, related, contexts: an undergraduate mathematics content course for secondary preservice teachers and a professional development session with practicing middle and secondary teachers. We describe the ways in which the lesson study process helped us develop curriculum for advanced undergraduate courses for future teachers and provide our insights into the benefits and challenges of this approach.

Understanding The Duality of Mathematics Education Paradigms: A Comparative Review of Learning Methods In Indonesia And Japan

ABSTRACT This article describes a comparison of mathematics learning methods between Japan and Indonesia. In Japan, structured and systematic approaches such as Rikai Kansatsu and Kōryū are applied, with an emphasis on observation, deep understanding, and collaborative work in solving mathematical problems. Teachers in Japan also apply problem solving and open ended approaches, which encourage students to think critically, creatively and independently. In addition, the implementation of lesson study as a scientific activity that involves teachers in developing the theory and practice of mathematics learning is a strong foundation for the method in Japan. On the other hand, in Indonesia, there is a shift towards more inclusive and creative learning approaches, such as the Scientific approach and the Concrete Representational Abstract (CRA) approach. Teachers in Indonesia emphasize more on achieving individual and classical student competencies, with a strong orientation towards learning outcomes. Although the concept of lesson study has been implemented in Indonesia, there are still differences in the development of theories and the application of learning methods. Awareness, support, and collaboration among teachers are key to developing and expanding the application of lesson study and improving the quality of mathematics learning in Indonesia. With increased teacher understanding and participation, the potential of lesson study development and implementation in Indonesia can be optimized to improve students' understanding of mathematics and critical thinking skills.

Trend Topic in School-based Lesson Study for Learning Community in Transformational Program

Implementation of lesson study encourages Reflective Practitioners to get used to collaborating in learning practice. In Indonesia, educational programs have been designed with collaboration in mind, promoting a reflection process within the learning community. This research focuses on trending topics/themes of reflective practitioners in supporting the sustainability of their learning communities. The participants involved in this study were 75 reflective practitioners consisting of school principals (P), school supervisors (SS), and learning committee teachers (T). Through the Facilitating School Program (FSP) Questionnaire, information was obtained that two topics were becoming trends by all reflective practitioners in Learning Community for Reflective Practitioners (LCRP) activities in schools, namely, commitment to improving quality sustainably 85.3% and conducting research collaboratively 841%. Schools must collaborate with teachers and principals to design straightforward school programs so that these two topics can be implemented smoothly

Lesson Study: Pembelajaran Berdiferensiasi Pasca Pandemi Covid-19

The Covid-19 pandemic hit almost all parts of the world, including Indonesia. It has been nearly two years since the pandemic hit, impacting various sectors, including education. During the pandemic, learning was carried out online and felt less effective. Various government efforts have been made for faster recovery, especially in education. One of the government's efforts is through the KDS program (Lecturer-Teacher Partnership in Schools) through Lesson Study activities. This study aims to see the implementation of a Lesson Study carried out together with junior high school teachers in partner schools. Through KDS (Lecturer-Teacher Partnership in School) activities by implementing Lesson study, compiling, and implementing differentiated learning. The research method used is the descriptive qualitative method. The subjects of this research were students of SMP Yadika Bangil. Lesson Study stages, namely planning (Plan), implementation (Do), and reflection (See), carried out with lecturers as facilitators and teachers in partner schools as model teachers and observers, have been carried out properly by Lesson Study guidelines and the learning objectives can be archieved planned. The results of research conducted through Lesson Studies led by teachers at school by implementing differentiated learning of student learning outcomes are mostly complete.

Implementation of Lesson Study in Teaching Mathematics in Region 3, Cluster XI South Palu

This research is a descriptive study with a qualitative approach, which aims to describe the application of Lesson Study in mathematics learning to teachers and students in Region 3 Cluster XI Palu Selatan. Lesson Study is effectively applied in learning mathematics. This can be proven from the results of interviews which explain that the application of lesson study in learning mathematics can be understood by most of the teachers who are members of the 3 Cluster XI area of South Palu. In addition, the results obtained in the activity plan are lesson plans, media used in learning, learning modules, and observation sheets. In the activities carried out there are three important activities, namely the activities of the teacher carrying out mathematics learning in mixed arithmetic operations, observers observing learning, and students in learning. In the listening activity, the model teacher starts the discussion by conveying his impressions, experiences, opinions about the implementation of the learning he has carried out.

PERSEPSI GURU TERHADAP PELAKSANAAN LESSON STUDY DI SD NEGERI 6 PEMPATAN

This study aims to determine the teacher's perception of the implementation of lesson study in SD Negeri 6 Pempatan. The method in this study uses a qualitative method. This research is a study of how teachers perceive the implementation of lesson study involving 21 fourth grade students and several teachers at SD Negeri 6 Pemempatan. In this study there are two techniques. The technique used in this research is interview and observation technique in data collection. Based on the results of the research that has been done, it can be concluded that the teacher's perception of the implementation of lesson study at SD Negeri 6 Pemempatan is positive. This can be proven from the average percentage of teachers' perceptions of the implementation of lesson study at SD Negeri 6 Pempatan, which is 88%, meaning that teachers give a positive response to the implementation of lesson study at SD Negeri 6 Pempatan.

The Effect of Lesson Study for Learning Community Based Guided Inquiry Learning Model on Salt Hydrolysis Material on Student Learning Outcomes of SMAN 10 Padang

The selection of learning models that have not been carried out optimally by educators so that a learning system is needed that supports this learning model. One learning system that can be applied is a lesson study-based learning system for learning communities. The key to the implementation of lesson study for learning community is in the reflection (see) stage so that the learning process has increased and has an impact on increasing teacher competence and improving student learning outcomes. The purpose of this study was to reveal the effect of the guided inquiry learning model based on lesson study for learning community on salt hydrolysis material on student learning outcomes of SMAN 10 Padang. This research is a quasi-experimental in the form of nonequivalent control group design. The analysis carried out obtained the results of data that were normally distributed and the variance was homogeneous so that it fulfilled the requirements of the t-test and obtained a sig(2-tailed) value of 0.001 < 0.05. Based on data analysis, it was concluded that the guided inquiry learning model based on lesson study for learning community on salt hydrolysis material has a significant effect on student learning outcomes.

THE IMPLEMENTATION OF LESSON STUDY TO PROMOTE LECTURERS’ SKILL IN TEACHING ACADEMIC WRITING

Lecturers find it challenging to teach writing especially academic writing, since students face difficulties in learning during the study process. This situation may happen because of the inappropriate way of lecturers in covering the material; of all the lecturers should have a good mastery of the materials to be given. Lesson study seems to fit the lecturers' method of practice teaching to improve the skill of teaching writing skills. The study aims to describe the implementation of lesson study by five lecturers to promote the skill of teaching writing. A descriptive qualitative research design was employed with observation and interviews, which were used as the instruments to gather the data. Five lecturers joined the lesson study along with the 45 students in the class. The result shows that using lesson study can promote the lecturers' skill in teaching academic writing by guiding the students in learning, explaining the material of academic writing and varying teaching methods.

Preservice teachers' perceptions of a practice-focused lesson study

PurposeThe purpose of this study was to explore middle and secondary mathematics preservice teachers' (PST) perceptions of the benefits, challenges and impacts of implementing lesson study.Design/methodology/approachThis paper presents a single case study in the university context. Embedded units of analysis included a group of middle and a group of secondary mathematics PSTs, who were in the internship year of a teacher preparation program.FindingsThis paper presents several perceived benefits, challenges and impacts according to PSTs. PSTs indicated benefits included their focused student observations and their collaboration in lesson design. Perceived challenges included observing as a nonparticipant observer and aspects of planning. The different impacts occurred in three phases: planning, observing during teaching and reflection.Research limitations/implicationsFirst, the study participants included a small group of middle and secondary mathematics PSTs from one university in central Texas. Second, the PSTs in this study were not able to reteach the lesson, which may have influenced their perceptions.Practical implicationsMathematics teacher educators could use insights from this study as they implement lesson study or other field experiences to support PSTs in their growth as mathematics teachers.Originality/valueThis paper examines PSTs' perceptions, which could benefit mathematics teacher educators as they consider how to introduce or implement lesson study with PSTs.

Teachers Perceptions of Lesson Study Implementation at Bua Secondary School

This research is descriptive research with a qualitative approach. It aims to find out how the teachers’ perception regarding the implementation of lesson study. There were 4 teachers of Bua Secondary School who were involved as model teachers in LS activities as respondents in this study. The instruments used questionnaire to gain data of the students’ perception and observation sheet for lesson study activities to support the data. The result of this research shows that through lesson study their students be more active, they become innovative and creative to design and implement differentiation learning, and lots of input or suggestion from observers can improve quality of learning, Moreover, they state that by lesson study they got benefit such as: they can design fun and innovative learning, provide fun learning to students, elaboration occurs in the learning strategy, and through lesson study activities can improve the quality of learning so that it is more meaningful and pro-students. Based on the result, it can be concluded that all the respondents have good perception towards the implementation of lesson study at Bua Secondary School.

PLAN–DO–SEE: Lesson Study-Based Differentiated Learning in Middle Schools

The Covid-19 pandemic hit almost all parts of the world, including Indonesia. It has been almost two years since the pandemic hit and has had an impact on various sectors including education. During the pandemic, learning was carried out online and felt less effective. Various government efforts have been made for faster recovery, especially in education. One of the government's efforts is through the KDS program (Lecturer-Teacher Partnership in Schools) through Lesson Study activities. This study aims to see the implementation of Lesson Study carried out together with junior high school teachers in partner schools. Through KDS (Lecturer-Teacher Partnership in School) activities by implementing Lesson study, compiling and implementing differentiated learning. The research method used is descriptive qualitative method. The subjects of this research were students of SMP. Lesson Study stages, namely planning (Plan), implementation (Do), reflection (See) which are carried out with lecturers as facilitators and teachers in partner schools as model teachers and observers have been carried out properly in accordance with Lesson Study guidelines and the learning objectives can be achieved planned. The results of research conducted through Lesson Study conducted with teachers in schools by implementing differentiated learning of student learning outcomes are mostly complete

IMPLEMENTATION OF LESSON STUDY AS AN ATTEMPT TO IMPROVE ELEMENTARY STUDENTS’ WRITING SKILLS

Lesson study is a classroom learning system in which several teachers collaboratively plan, teach, observe, revise, and deliver the output from one class. Regarding the lesson study implementation, teachers wisely explore how students learn, think, and change their behavior as an outcome of learning. Lesson Study implementation may lead to teaching improvement as teachers become more knowledgeable on how their students learn and think as well as how the instruction affects their students’ thinking. During the lesson design phase, teachers exchange ideas about how students might react to each part of the lesson. This paper presents a series of codes theoretically based on systematic documentation from teachers’ various learning and change aspects (knowledge and beliefs, professional learning communities, resources) in the cross-context lesson studies. Following the lesson observation research, teachers critically analyze collected data regarding the students learning and draw evidence-based implications to improve teaching instruction. This paper describes the influence of Lesson Study as an attempt to improve third-grade students’ writing skills. Data are collected through observation, interview, field notes, and direct practice. The implementation results of the Lesson Study for the third-grade students from February 2nd to March 7th, 2023, indicate that writing enhancement with capital capability increased to 12.68%, the use of punctuation was 21.43%, and the formation of simple patterned sentences was 1,12%. Nevertheless, the use of standard vocabulary decreased to 0.39%. Meanwhile, the observations during the process indicate the overall data of Lesson Study implementation as an attempt to increase students’ writing skills at 3.11%. The learning process that explores students' learning potential in improving their writing skills implies a positive result in their progress. Habit and practice on an ongoing basis can improve students' writing skills.

Collegiality in Improving the Quality of Learning: Case Study of Lecturers and Teacher Partnership Program at Junior High School of Cokroaminoto Palopo

Through the Lecturer and Teacher Partnership Program, this study attempts to determine the effect of collegiality in raising the standard of instruction at SMP Cokroaminoto Palopo. This descriptive and observation to data. The findings showed that the plan, do, and see phases of lesson study implementation were divided into four cycles. From the stage of creating learning to the level of implementation in the classroom, these three stages are interconnected. The study’s version of collegiality also involves instructors and lecturers planning lessons in accordance with the challenges and educational needs faced by Cokroaminoto Palopo Middle School. Observations’ findings indicate that the learning designs created by lecturers and teachers have a favorable effect on the standard of learning in the classroom.

Learning Trajectory in Problem-Based Mathematics Learning with Literacy and Numeracy Reinforcement: An Implementation of Lesson Study at Junior High School

This study aims to explore the learning trajectory of problem-based learning with literacy and numeracy reinforcement. This study was conducted at Junior High School and involved 32 subjects from class VIII. This study employed Gravemeijer and Cobb's design research comprising three stages: preparing the experiment of hypothetical learning trajectory (HLT), designing the experiment by implementing the designed HLT-based learning, and conducting retrospective analysis by comparing HLT with the implemented learning. The learning trajectory in this study consisted of three components: learning objectives, a series of tasks and learning activities, and students' techniques to think and learn. This research was conducted based on lesson study activities to create a lesson study for the learning community. Design research stages corresponded to lesson study stages and included studying curriculum, formulating goals and plans, conducting research lessons, and reflecting the lesson. This study has revealed that students' actual learning trajectory has four levels of modeling: situational, referential, general, and formal levels. At the situational level, non-mathematical literacy becomes the initial reference for students to collaborate and communicate with others; thus, mathematical concepts are created. The referential level leads students to represent real problems in real mathematical concepts. The representation process aims to understand the concept in different situations. Finally, the students analogize the acquired understanding and bring it to the formal level to get a full understanding of the concept of one point position to another in Cartesian coordinates.

Lesson study and the pronunciation of -ed endings of regular verbs

This study aims to improve the pronunciation of -ed endings of regular verbs among 35 ninth-graders through the implementation of lesson study at a public school in the city of Loja, Ecuador during the 2021-2022 school year. This study employed a mixed method with a quasi-experimental design. Data were collected through a pretest and posttest, a qudestionnaire, and field notes which were registered by the researcher as a participant observer and three collaborators as non-participant observers. After an eight-week period of time, results demonstrated that lesson study helped ninth-graders to improve their pronunciation knowledge related to -ed ending sounds (/d/, /t/, /id/) as they moved from ineffective or partially effective pronunciation to good pronunciation. Additionally, among the four strategies used for pronunciation instruction, students expressed that “songs” were the most effective for their pronunciation improvement. Furthermore, it was beneficial for the researcher as it contributed to his openness to reflect upon his collaborators’ observations, which helped him to develop more effective lesson plans.

Factors Influencing the Implementation of the Lesson Study Approach in Pre-service Teacher Education in Tanzania

Teachers' education programs inadequately produce highly knowledgeable and competent teachers to support quality education. The situation necessitates plans to ensure the availability of systemic and continuous teacher professional development. This study explored factors influencing the implementation of lesson study in pre-service teacher education for continuous professional development. The data collection involved observation of classroom teaching with 72 students and in-depth interviews that purposively selected ten respondents from the class. Analysis involved content analysis. The findings show that collaboration and teamwork among pre-service teachers influenced the implementation of lesson study in a positive way while time requirement, negative perception and their seclusion behavior affected it negatively. The lesson study approach benefits pre-service teachers in igniting innovative and creative pedagogy compared to block teaching practices. The study recommends that future studies should consider the improvised solutions to existing challenges to enable the systemic implementation of lesson study in pre-service teacher education programs for professional development.