Lesson Study For Learning Community Research Articles

The Impact of Lesson Study for Learning Community (LSLC) on Student Participation Based Jigsaw Learning Model

Participation is an important factor in achieving maximum learning in achieving learning goals. However, the level of student participation in learning is still relatively low. Therefore, efforts need to be made in the form of innovation in learning to increase student participation in learning, such as implementing LSLC based on the Jigsaw learning model. This research is a descriptive study with a sample of class XI IPS 1 SMA Adabiah 2 Padang. This research aims to see the impact of LSLC on student participation in learning using the Jigsaw learning model. Based on the results of data analysis, it was found that for each meeting there was a significant increase in student participation. So it can be concluded that learning using LSLC and the Jigsaw learning model has a positive impact on student participation in learning.

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

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.

HOW TO IMPROVE PROBLEM SOLVING ABILITY THROUGH LESSON STUDY?

The teacher frequently asks questions in the form of algorithms without challenging the student to think at a higher level and nearly never gives daily questions. As can be observed, some teachers have not done competency assessments and hence do not require pupils to accomplish specific competencies. The purpose of this project is to create school collaboration worksheets and examine student responses to these problems, with the goal of implementing learning through the Lesson Study for Learning Community (LSLC) method. This study employs a qualitative approach and a design research method. Design research is divided into two stages: development research and design research. The study's subjects were seventh-grade pupils from SMPN 1 Merauke. This investigation culminated in the development of worksheets on direct comparisons and integers. According to the results of the examination of students' responses to the LKS, some students were able to solve problems effectively, indicating that this LKS was legitimate and useful for use

Pengembangan Perangkat Pembelajaran Berbasis STEAM-CC dan Pengaruhnya terhadap Kemampuan Berpikir Kreatif Siswa

This research aims to produce a product in the form of a mathematics learning tool based on Science, Technology, Engineering, Arts, and Mathematics – Caring Community (STEAM-CC) and its effect on students' creative thinking abilities. Creative thinking can be influenced through approaches in the learning process and is carried out in small groups as a means for students to collaborate, learn, and care for each other through Caring Community (CC) in Lesson Study for Learning Community (LSLC). This study uses a mixed method, namely the study of developing the 4-D Thiagarajan model and experimental research. The results showed that the STEAM-CC-based learning tools developed were valid according to material experts and media experts, based on being effective with test results fulfilling class completeness, observations on Caring Community showed that students had a concern for learning, and there was an influence on students' creative thinking abilities .

Pendampingan Penyusunan Perangkat Pembelajaran Inovatif bagi Guru Matematika SMP dan MTs di Kecamatan Labuapi Lombok Barat melalui Kegiatan LSLC

Learning is an interaction process of students with teachers and the learning sources in a learning environment. Therefore, the planning is needed to ensure the learning process run properly, consisting of 3 stages namely designing/composing, the learning implementation, and the evaluation and reflection. Those three stages can be improved by the Lesson Study for Learning Community (LSLC) activity. Based on the discussion with some principals and mathematics teachers of SMP and MTs in Labuapi, West Lombok, it was revealed that: i) mathematics is a subject which attracts less interest of junior high school students in Labuapi, ii) some mathematics teachers still found difficulties in composing an innovative learning devices which can guide students to find out the concepts, principles, and the solutions from the mathematics problems, and also they still have difficulties in designing one-page learning scenario which can actively involve students in an enjoyable learning process. To solve the problems, the mentoring activity in composing the learning through the LSLC activity is urgently needed. The activity was carried out by utilizing some methods, namely: speech, question and answer, discussion, and conducted mentoring activity when mathematics teachers discussed about the composing of LSLC based learning devices. From the mentoring activity conducted in 3 and 10 until 13 of September 2022, it was concluded that the mentoring activity was able to improve some aspects as follows: i) the understanding of mathematics teachers of SMPN/MTs in Labuapi, West Lombok in composing an innovative learning device, consisting of lesson plan or lesson design, learning materials, learning media, and assessment instrument; ii) the skill of mathematics teachers in the level of junior high schools in Labuapi, West Lombok in designing the learning devices as set in the curriculum of 2013; iii) the collegiality among teachers of SMPN and MTs in Labuapi, West Lombok in teaching and fulfilling students’ right from the sharing of experiences through the LSLC activity.

Developing RME-based lesson study for learning community in the learning environment of high school mathematics teachers

Teachers' academic and professional competencies significantly improve the quality of their learning. An ongoing process is needed to support and develop their quality. This study developed a learning environment through the Realistic Mathematics Education (RME)-based Lesson Study for Learning Community (LSLC) for high school mathematics teachers. The model is valid and practical and potentially affects the learning quality of high school mathematics teachers. The research employed a design research method of development studies was conducted in three stages: the preliminary stage, the development or prototyping stage, and the assessment stage. Prototyping development is a formative evaluation in which the phases include self-evaluation, expert review, one-to-one, small group, and field tests. The research subjects were 15 high school mathematics teachers from four schools in Palembang. Data was collected through questionnaires, observation, and documentation. The research has resulted in a valid and practical teachers’ working group-learning community-class model that potentially affects high school, mathematics teachers. The learning environment is in the form of training in working groups for mathematics teachers, teacher mentoring in learning communities in schools, and teacher assessment learning processes in the classroom. The learning tools were produced using the RME-based LSLC system. The data analysis shows that the learning environment using the RME-based LSLC model can make high school mathematics teachers significantly understand learning, design learning tools, carry out learning, and evaluate learning. Consequently, the teachers’ academic competence and professionalism significantly improve their learning.

Issues of Practising Lesson Study for Learning Community in Vietnam

It has been around 15 years since the commencement of lesson study for the learning community (LSLC) in Vietnam. It started at several pilot schools in Bac Giang province, and today it is practised all over the country. While some pilot schools emerged with high-quality practices, the speed of actual changes in the practices still remains slow. This is because, as the author has found, the following conceptions persist among the policymakers, school leaders and teachers: (a) LSLC requires changing teaching techniques; (b) LSLC is a lesson demonstration, and (c) LSLC is a one-day event. This article addresses these conceptions and argues that LSLC should be considered a fundamental, long-term, and holistic school reform approach based on democratic principles and excellence. To overcome these limitations, it is critical for the practitioners, researchers and policymakers to have networks to share their experiences, be informed about the practices and theories, and research into LSLC more deeply – to even learn from the practitioners and researchers in other countries too.

The influence of the LSLC-based GIL learning model on the material of electrolysis cells on the learning outcomes of class XII students of SMA N 5 Padang

This research is motivated by the not optimal learning model used by educators. To overcome this problem, a Lesson Study for Learning Community (LSLC) is implemented, there are 3 stages (Plan, Do and See) in one cycle. The role of the observer in the LSLC will have an impact on increasing the competence of educators, which will affect the learning process and increase student learning outcomes. The purpose of the study was to determine the effect of the LSLC-based Guided Inquiry Learning Model on the Electrolysis Cell material on the learning outcomes of class XII students of SMA N 5 Padang. The type of research is Quasi Experiment with Pretest-Posttest Control Group Design. The study population was class XII students of SMA N 5 Padang and samples of class XII MIPA 1 and XII MIPA 3. Data were analyzed using the N-gain test, normality test, homogeneity test, and hypothesis testing (t-test). Based on the results of the study, the influence of the LSLC-based Guided Inquiry Learning (GIL) learning model, the results of the N-gain value analysis (g = 0.63) stated that the LSLC-based GIL learning model had moderate criteria. This shows that the LSLC-based GIL learning model is effective in improving student learning outcomes. This is evidenced by the increase in learning outcomes by 32.97%, the sample data is normally distributed, the two research samples are homogeneous, the hypothesis test is obtained tcount (2.04) and ttable (1.994), it can be concluded that Ho is rejected because tcount is greater than ttable.

Exploring students' learning and motivation in a lesson study for learning community (LSLC) environment: a new perspective

PurposeThe present qualitative paper examined the changes in students' motivation before and after lesson study for learning community implementation at a primary school in Singapore.Design/methodology/approachStudent focus group discussions (FGDs) were conducted with six students from each of the classes involved in the research lessons. Students were asked specific questions relating to the research lessons and teachers.FindingsFindings suggest that there are some changes in students' perception of classroom climate and their motivation to learn after the implementation of lesson study for learning community. Together with self-determination theory, lesson study for learning community may be viewed as a social and collaborative model as well as a supportive learning climate, promoting students' adaptive outcomes and needs satisfaction.Research limitations/implicationsTeachers need to be provided support to plan their lessons and to become familiar with the lesson study for learning community approach. There is also a major challenge of teacher “buy-in” whether they would undertake the practice of lesson study for learning community voluntarily.Originality/valueThis study provides evidence of the existence of an approach via listening pedagogy for the teaching of listening that focuses on students' motivation to listen and learn in class.

How Did Vietnamese Teachers Observe Lessons? Active, Passive, And Middle Voices in Classroom Observation

This study aims to identify the characteristics of Vietnamese teachers’ classroom observations. The analysis was conducted using data from the ten teachers who struggled to introduce the new curriculum during the 2000s. The analysis applied from the literature on the teachers’ video reflection revealed that those who participated in weekly sessions of Lesson Study for Learning Community (LSLC) tended to identify students’ knowledge formation better than those who did not participate in the lesson study. The second qualitative analysis, focusing on effective and attitudinal aspects in observation, indicated that the teachers in LSLC schools could accept and respond to the classroom event by positing themselves in the seat of actors. The discussion is devoted to the application of the concept of middle voice to the LSLC teachers’ observation, to examine a possible extension of the literature which mainly relies on teachers’ active cognitive processes.

The Development of Learning Device of Lesson Study for Learning Community Using Google Classroom and Quizizz Media and Their Effect on Students Creative Thinking Skills

The Development of Learning Device of Lesson Study for Learning Community Using Google Classroom and Quizizz Media and Their Effect on Students Creative Thinking Skills

History of subjectivity in dispositif: changing arrangements of Vietnamese teachers’ meeting through lesson study for learning community

ABSTRACT This study examined research–practice partnerships (RPP) as a place where teachers (re)shape their discourses in a distinctive working arrangement through our case in Vietnam. In particular, it explored the concept of subjectivity in dispositifs, focusing on a heterogeneous ensemble of discursive and nondiscursive arrangements of collective activities formulating its members’ patterns of thought, practice, and identity. We present the historical roots of dispositif in Vietnamese schools and locate a new one in our RPP. There are two categories of dispositif in organizations from the Vietnamese public sector: assembly and gathering. We added a model of Lesson Study for Learning Community (LSLC) as a dispositif from Japan. The assembly is an authorized place for the members to convey information in a hierarchical order, while the gathering represents occasions for discussing issues in an egalitarian manner. The arrangements of discursive and socio-material conditions of the LSLC allowed the teachers to engage in equal and free discussions relying on their own emotions. Our case suggests that exploring dispositif of schools could improve the design of teacher professional learning through RPP.

Encountering Prospective Teachers’ and Lecturers’ Lesson Study for Learning Community (LSLC) Experience in Microteaching Class

Considering the effectiveness of Lesson Study as a continue teacher development, this study was conducted to explore prospective teachers’ and lecturers’ experience in implementing Lesson Study in Microteaching class. Quantitative research approach was employed where a total of 49 prospective teachers and 2 Microteaching lecturers at English Department of Universitas Negeri Padang were involved as the participants. The data were gathered through questionnaires with 1-5 Likert scales consisting of four sessions. The results indicate that prospective teachers and lecturers have positive experience in implementing lesson study for learning community with the mean score 3.75 and 4.08 out of 5. It is supported by the Mann Whitney U test where the value with 1-tailed (.358) was bigger than level of probability α (0.05). They perceived that LSLC promotes to improve the ability of collaboration between members of the learning community and facilitates the process of teaching and learning in Microteaching classes in preparing teaching material and teaching strategies for teaching in microteaching class. Therefore, it is suggested that LSLC must be implemented continuously to improve teachers’ pedagogical competency and collaboration skills.

Analysis of Students' Mathematical Problem Solving Ability in Lesson Study-Based Learning for Learning Community Based on Student Learning Style

Data analysis techniques include data reduction, data presentation, and drawing conclusions. The results of this study indicate that students who are classified into the Accommodator learning style are 7 students (19.4%). Students classified in the Divergent learning style amounted to 14 people (38.8%). There are 10 students classified into Assimilation learning style (27.7%). There are 5 students who are classified into Convergent learning styles (13.8%). From the results of the classification of learning styles, learning styles diverge more than other learning styles. However, the divergent learning style is not the learning style that gets the highest score in the problem-solving ability test, but the convergent learning style that gets the highest score in the mathematical problem-solving ability test. and drawing conclusions. However, the divergent learning style is not the learning style that gets the highest score in the problem-solving ability test, but the convergent learning style that gets the highest score in the mathematical problem-solving ability test. From the results of the classification of learning styles, learning styles diverge more than other learning styles. Keywords: Problem Solving Ability; Learning Style; Lesson Study for Learning Community. DOI: 10.7176/JEP/12-35-03 Publication date: December 31 st 2021

Pendampingan Kegiatan Lesson Study for Learning Community (LSLC) Guru Matematika MTS-MA-SMK Pondok Pesantren Darussholihin NW Kalijaga Lombok Timur

As an effort to develop the teaching profession, Lesson Study for Learning Community (LSLC) emphasizes the importance of collaborative and continuous learning assessment based on the principles of collegiality and mutual learning to build a learning community. Based on discussions with the head of Darussholihin Islamic Boarding School (Ponpes) NW Kalijaga, East Lombok, principals of MTs-SMP, MA-SMA, and Vocational Schools fostered by Ponpes Darussholihin NW Kalijaga, it was revealed that: mathematics is one of the subjects that most students are less interested in. MTs-SMP, MA-SMA, SMK fostered by Ponpes Darussholihin NW Kalijaga, as well as most mathematics teachers still have difficulty planning and implementing learning strategies that can guide students in finding mathematical concepts, principles, and problem solving. To solve these problems, assistance is needed, through LSLC activities for school mathematics teachers at Ponpes Darussholihin NW Kalijaga, in order to resolve problems related to the implementation of mathematics learning. This service activity is carried out by utilizing several methods, namely: lectures, questions and answers, discussions, and providing assistance when mathematics teachers carry out the LSLC steps, including Plan, Do, See, and Re-design activities. Through mentoring activities carried out from September 18 to October 2, 2021, it was concluded that mentoring activities could: i) improve the understanding and skills of Mathematics teachers in schools at Ponpes Darussholihin NW Kalijaga in designing (plan), implementing (do), reflecting (see), and re-design of learning as regulated in the 2013 curriculum; ii) increasing collegiality among mathematics teachers at the Darussholihin Islamic Boarding School's fostered schools, NW Kalijaga.

Lesson Study for Learning Community to Support Creative Teachers in Designing Quality Learning: Lesson Study Practices on Bawean Island, Gresik Regency

This study aims to describe the implementation of LSLC (Lesson Study for Learning Community) which was carried out on a remote island. The subjects in this study were 29 teachers of MTs (Madrasah Tsanawiyah) and MA (Madrasah Aliyah) Penaber on the island of Bawean Gresik. To find out the impact of LSLC on increasing teacher creativity in developing quality learning tools, an LSLC product analysis was carried out in the form of chapters and lesson designs. Quantitative data from the pre-test and post-test results are also used as a comparison of the impact of increasing teacher understanding of the LSLC principle. Based on this study, it was found that LSLC activities were able to increase teacher creativity in designing quality learning. Learning that focuses on efforts to solve student problems in learning. Learning that emphasizes how learning can grow students' abilities in critical thinking, creative, collaborative and communication. During the implementation of LSLC, it also has an impact on increasing the positive attitude of teachers as well as communication and collaboration skills. The quantitative data analysis also shows that during the implementation of the LSLC there is an influence on the teacher's understanding of the LSLC principles.

Project Based Learning (PBL) Based Lesson Study for Learning Community (LSLC) in kindergarten

There is a gap in the learning approach applied by the teacher in stimulating early childhood math skills. This study aims to describe the Lesson Study for Learning Community (LSLC) application based on Project Based Learning (PBL) in the implementation of learning to stimulate children's mathematical abilities. The method used is descriptive qualitative in group B children in IT Fathul Ilmi Kindergarten Palembang. The result is that PBL-based LSLC has learning stages; plan, do, see, and redesign mathematics learning projects. These stages facilitate children to optimally master early mathematical abilities and develop interaction, communication, and cooperation, as well as the development of caring characters and empathy for friends in completing math projects together. The application of PBL-based LSLC makes learning in Fathul Ilmi Kindergarten active and interactive, so the PBL-based LSLC is recommended to teachers and stakeholders in early childhood mathematics learning.

Utilization of the learning forest prototype to increase the student’s careness character of the environment through the Lesson Study for Learning Community (LSLC)

The objective of the research was to build thestudent’s careness character of the environment through the utilization of learning forest prototype. This research was conducted in the even semester of the academic year 2017/2018. The research was conducted by using classroom action research that consists of three cyclesthrough the Lesson Study for Learning Community (LSLC) program. During the learning process, the students planted the plants, fertilize, irrigate, and take careof plants. In this research, the researchers collaborated with some observers. The observers observed the student’s activity by using the observation sheets of student’s careness character of the environment. The results of the research indicated that the score of each cycle was increased, with the average final score was 91.72. In the initial process, before implementing the research, the student’s careness character of the environment has not appeared.Moreover, the result of the first cycle was 89,00 (89 %).Hence, the increase of the first cycle to the second cycle was 2,81%, then the increase of the second cycle to the third cycle was3,35%. Based on the result, the researchers suggest the utilization of learning forest prototypes to increase the student’s careness character of the environment.

PROJECT-BASED MATHEMATICS LEARNING: FRUIT SALAD RECIPES IN JUNIOR HIGH SCHOOL

Mathematics learning is associated with 21st-century skills such as communication, collaboration, critical thinking in problem-solving, creativity, and innovation. To help students obtain these skills, a learning project was developed through Pendidikan Matematika Realistik Indonesia (PMRI) approach by using fruit salad recipes and collaborative learning based on the Lesson Study for Learning Community (LSLC) system. The primary purpose of this study was to develop fruit salad recipes to assist junior high school students in solving problems using mean, social arithmetic, and data presentation. It employed design research type validation studies using photos, fruit salad products, and document reviews as data collection techniques. The research subjects were 27 students of grade 8 from a junior high school in Palembang. This study resulted in a learning trajectory consisting of two activities and post-test questions. In the first activity, the students can analyze and solve problems in planning fruit salad recipes with material averaging, social arithmetic, and data presentation. In the second activity, the students can make fruit salads and write recipes based on skills to make fruit salad products. The results of this study demonstrate that in project-based learning through PMRI with the context of fruit salad recipes and the LSLC system, students can learn collaboratively. The learning helps them solve problems by using average material, social arithmetic, and data presentation in developing fruit salad recipes.