Writing Lesson Plans Research Articles

Independent Learning Program Policies in the Preparation of the Thematic Learning Implementation Plan (RPP)

With the development of the era in the era of the industrial revolution 4.0, the world of education continues to develop and improve 21st century competencies. Based on the program initiated by the Minister of Education and Culture of the Republic of Indonesia, the Ministry of Education and Culture has set 4 main policies in the field of national education through the "Independent Learning" program. One of the main points of the policy is related to the Learning Implementation Plan (RPP). Based on this, the writer aims to describe how the policy of the independent learning program is in the preparation of the Thematic Learning Implementation Plan (RPP). The method used in this paper is a descriptive qualitative content analysis method. The writing shows the results that, First, based on the drafting concept in making RPP with the existing format, it is considered more rigid. Thus, the policy of the independent learning program is in trimming the RPP from the original 13 components to only 3 components. It is considered more efficient and effective, which will allow the teacher to have a lot of time to prepare and evaluate the learning process that will be implemented. Second, the preparation of the Learning Implementation Plan (RPP) must have and pay attention to the main principles, namely: (1) efficient, writing RPP is done correctly and does not spend much time and energy; (2) effective, writing lesson plans is done to achieve learning objectives; and (3) student-oriented, RPP writing is carried out by considering the readiness, ability, and learning needs of students in class, so that later it can increase students' interest in learning. Third, simplifying the Learning Implementation Plan (RPP) for thematic learning.

Analysis of Teachers Instructional Planning and Developing Skills of Social Responsibility at FGP Secondary Schools Level in KP Pakistan

Purpose: The study was conducted to analyze the methods adopted by teachers towards instructional planning and to analyze the mechanism used by teachers to develop sense of social responsibility among students.
 Methodology: For this purpose data was collected from the respondents regarding Instructional Planning; majority of the respondents opinioned that Lesson plan was written occasionally with specific and clear objectives. Data was collected regarding social responsibility, majority of the respondents were always aware about Self hygiene, cleanliness through lectures and activities. Recommendations are stated that teachers must write lesson plans and it must be ensured by school administration. Community service programs must be integral part of the curriculum. Moreover, different clubs at school and seminars aid in socially grooming of students.
 Findings: Conclusion of the lesson, home assignment was included considering organizing the lesson according to learner`s needs, evaluation, time specification, flexibility of the planner considering outcome of pupils, visualizing with classroom reality, group discussion, pupil`s group work, presentations and encouraged students’ relevant questions. Moreover, the instructional planning was significant.
 Implications: Teachers must guide the pupils in Community Service and create awareness in pupils for its importance not only in their career but also in providing community services, developing sense of responsibility, morality, skills development and citizenship. Parents’ cooperation is also prerequisite in motivating the pupils towards Community services

Investigating learning outcome based on a model of English teaching of Indonesian elementary students

This research aim of this study is to develop a model of teaching English for Indonesian elementary students. This developmental research consisted of five key procedures: analysis of need, model design, development, implementation, and evaluation. In the model development, two treatments were conducted to test the model. In the evaluation, a pre-test and post-test were administered to see the effectiveness of the model and the instructional materials in enhancing the English achievement of the students. The subject consisted of three school headmasters, three English teachers, and the fourth graders of three elementary schools in Makassar city. The teaching model consisting of four main stages: pre-activity, presentation, practice, and evaluation considers three main aspect: the language skill, language performance, and pedagogic aspects. The result indicates that the English teaching model is successful in enhancing the students’ achievement in English and learning interest. In its form, the teaching model is flexible; it helps teacher write instructional materials, write lesson plans, teach, and analyze the teaching and learning process. The standards in thefieldsupportthe model and the teaching of students.

Investigating Mathematics Teachers' Intended Use of GeoGebra in Inquiry-Based Flipped Classroom Scenarios

When technologies like GeoGebra are implemented in mathematics lessons, the focus should be on learners and their learning processes rather than on technologies. Studentcenteredness is a core characteristic of flipped classroom approaches. Recent further developments of flipped classroom approaches aim to foster learning through inquiry in flipped scenarios. In this study, we are particularly focusing on the 5E-based flipped classroom approach. We investigated how secondary mathematics teachers planned to use GeoGebra in their written lesson plans for 5E-based flipped classroom scenarios. Using coding procedures related to qualitative content analysis, we conducted a document analysis on 24 written lesson plans. Findings indicate, for instance, that participants not only planned to use dynamic GeoGebra materials in exploratory phases during class. Some teachers also intended to use a screencast demonstrating the GeoGebra applet in a pre out-of-class phase to engage students in the inquiry process or for consolidation after exploration.

TEACHER SKILLS IMPROVEMENT IN WRITING A LEARNING IMPLEMENTATION PLAN WITH MODEL IMITATION TECHNIQUES THROUGH SUPERVISION ASSESSMENT

This study aims to find information about the level of teacher skills in writing lesson plans using model imitation techniques through assessment supervision. The design of this research is qualitative research using descriptive method. The object of this research is the teachers of SDN 018 Tandun, totaling 10 people, they are 5 males and 5 females. The data in this study were obtained from the results of learning supervision. The process and all the results of writing a lesson plan. Data collection in this study was carried out by the researchers themselves using observation techniques, using notes, and cameras. To validate the data in this study using the Triangulation technique. Through model imitation techniques, smart teachers can guide other teachers in need. Teachers are motivated to learn and strive to achieve further success. Based on the category of abilities that have been determined in this study, it turns out that for each cycle the results of the teacher's abilities always increase, so that the objectives of this study are achieved, namely teachers who achieve activity abilities and writing skills results are greater than 76% of the existing teachers. From these results it can be concluded that the modeling technique can improve the skills of writing teacher learning implementation plans

Pre-service English Teachers’ Strategies in Incorporating Character Education during the Teaching Practice Program at UIN Antasari Banjarmasin

This research explores the strategies performed by pre-service English teachers in incorporating traits or character in writing their lesson plans during their teaching practicum. Twelve students of the English Department at Universitas Islam Negeri Antasari Banjarmasin were recruited to join the study. This course explored the experience of undertaking an authentic teaching and learning activity of these pre-service English teachers, starting from creating a syllabus, writing lesson plans to execute a micro-teaching action. A classroom-based study is conducted to generate data. Primary data was obtained in the micro-teaching class through a participatory observation technique, in-depth interviews, and analysis of the lesson plan documents. The data were analyzed qualitatively using thematic analysis. The findings indicate that they mainly used instructional methods for group discussion and small group presentation. Honesty, trustworthiness, respect, and responsibility are the traits that are expressed in their lesson plans. Next, this study’s outcome is expected to increase teacher understanding of various possibilities in developing the lesson plans and instructional materials that facilitate the character-building incorporation.

Effectiveness of Inservice Training Programmes in Public Sector Organizations

This study focused on investigating the effectiveness of in-service training programmes provided to lecturers at the College of the Arts. The objective of the study was to investigate the effectiveness of the inservice training programmes at the College of the Arts for the upgrading of teaching skills and specialist subject knowledge of academic staff members. The study adopted a mixed research approach, and made used of a multiple case study design to collect data through interviews as well as conducting lesson observations. According to Cresswell (2003) a mixed research approach offers more comprehensive evidence for studying a research problem. It encourages the use of multiple views rather than views associated with a quantitative or qualitative research only. The study also employed a descriptive design, and used close ended questions to gather data through questionnaires. Content analysis method was used to analyse the qualitative data. Quantitative data were processed using the Statistical Package for the Social Sciences (SPSS) IBM version 21 software package and descriptive statistics were used to interpret the participants’ responses. The methodological triangulation of data was accomplished through the use of data obtained through the interviews, observations and questionnaires. The outcome of the research depicted that lecturers at the College of the Arts are qualified artists but are not professionally trained teachers and would therefore find it difficult to effectively transfer knowledge to the students. The study also concluded that the majority of in-service training courses provided by the College of the Arts for the lecturers are not related to the upgrading of teaching and methodological skills of lecturers. The study recommended that the College of the Arts should set up a training and performance evaluation committee consisting of management members, representatives of the College of the Arts’ lecturers, a Chief of Arts Educational Officer, and the President of the Student Representative Council of the College of the Arts. This committee should be required to review the current training and performance evaluation policies of the College of the Arts and align these policies with the College of the Arts objectives. It is further recommended that lecturers should ensure that their teaching is guided by clearly written lesson plans that encourage the development of critical thinking, problem solving and performance skills.

Identify the components of the STEAM curriculum in elementary school

Introduction: The integration of art in the curriculum is essential for the growth of children's creativity and prevents the lack of connection between mathematics and science with the real demands and needs of the world. As an art-centered integrated approach, STEAM can help teachers, students and employers meet this need. The present study was conducted to design a Steam curriculum model in elementary school in Iran.Methods: The research method used in this article is qualitative and thematic analysis. The study population included all existing research on Steam in databases, Amazon, ProQuest, UNESCO, Google Scholar, Eric,Emerald from 2000 to 2020. Sampling was done purposefully or theoretically,ie the conscious selection of specific individuals or elements for research by the researcher. In the research section, 200 articles and 10 books were selected as purposive samples.Content analysis covers a wide range of methods and techniques. The theme network is a good method in theme analysis that Atride-Sterling developed in 2001 and has been used in this research. The theme network systematizes the basic themes, the organizing themes, and the pervasive themes, based on a specific process.Results: STEAM curriculum design was inferred based on Drack interdisciplinary skills approach model after content analysis. Curriculum elements analyzed include objectives, content, teaching methods, assessment, learning activities, time and space.Conclusion:Identifying the components of the STEAM-based curriculum based on the Drake interdisciplinary approach can be used by teachers and school principals to design teaching and write lesson plans and by using the role of art in Steam to foster creativity in students. And used the lessons to connect with the real world and the job market.

Advancing preservice teacher’s science pedagogy beyond the classroom

AbstractThe goals of science education include providing students with real‐world learning experiences that connect directly to learning objectives and deepen student interest in science. Learning experiences that occur outside of the science classroom can help science educators respond to these goals. To encourage the use of learning environments beyond the four walls of a classroom, teacher preparation programs should integrate learning experiences for preservice teachers that engage them in learning science and methods for science teaching beyond the classroom. The purpose of this study was to investigate how preservice teachers’ learning and pedagogical experiences in an elementary science methods class that extends beyond the classroom setting may influence the frequency and type of out‐of‐classroom experiences they include in self‐constructed, 5E instructional sequences. Findings in this exploratory, multicase study indicate that preservice teachers who experienced out‐of‐classroom learning in their science methods course may be likely to include similar types of learning in their written lesson plans. However, PSETs who were offered multiple and varied learning experiences beyond the traditional classroom were more likely to include out‐of‐classroom experiences in self‐constructed 5E instructional sequences than those with limited or one‐time experiences.

Studi Hasil Bimbingan Teknis Pengembangan Perangkat Pembelajaran Berbasis Keterampilan Abad-21 dalam Rangka Penerapan Program Merdeka Belajar


 The education process in schools should be able to increase mastery of science and technology and provide training and science process skills that can improve the quality of human resources. Education is the main key to modernization and progress for a nation. In reality, 4C learning on 21st century skills has not been fulfilled properly. This needs to be addressed starting by developing a learning material such as lesson plans. The objective of assisting is to improve the competency of teachers in writing lesson plans. The target of the assisting activity was the teachers in SMPN 2 Baso, Agam district. Methods in assisting include presentation and discussion, group work, independent task, and task presentation. Instruments to collect the data consist of knowledge test. Data analysis techniques were descriptive statistical analysis and paired sample t-test. The result of this assisting is the implementation of assisting on the writing of lesson plan is effective to improve the 21st century skills and independent learning program in the school of teachers.

Planning to teach difficult history through historical inquiry: The case of school desegregation

This exploratory study investigates the ways in which secondary U.S. history teachers who attended two iterations of a teacher professional development workshop, focusing on the history of school desegregation in Virginia, planned to teach the history of school desegregation through historical inquiry. Conceptualizing the history of school desegregation as difficult history, the authors conducted the content analysis of 23 written lesson plans generated by workshop participants. The historiography of school desegregation, and research on four dimensions of historical inquiry such as Change and Continuity, Causation, Multiple Perspectives and Historical Sources, guided the data analysis. The findings suggest that teachers in this study were most likely to design their inquiry around Causation, framing the history of school desegregation within the classical timeline of the Civil Rights Movement, which begins with the Brown v. Board of Education decision (1954) and ends with the Civil Rights Act of 1968. What was often absent in these inquiries was Massive Resistance, the backlash against the Brown v. Board of Education decision, collective and political actions of African American communities to implement the Brown decision, and varying perspectives within African American communities as well as Whites who opposed the Brown decision. Implications for theory and practice are discussed.

Teaching and Learning with Technology: Ramification of ICT Integration in Mathematics Education

The study was undertaken to determine the extent of integration of Information and Communication Technology (ICT) to Mathematics teaching and learning processes among Junior and Senior High School teachers in the Division of Tanauan City. Further, the research also identified various challenges encountered in ICT-based teaching and learning Mathematics. This study used mixed method of research to obtain the necessary data in the conduct of this research. Specifically, the researchers used survey questionnaire, interview, and focus group discussion with the 77 junior and senior high school Mathematics teachers from the division of Tanauan City. The actual number of respondents was determined using Raosoft sample size determination at five percent margin of error and used stratified random sampling. The Weighted Mean, Frequency Distribution, Percentage, Mean, Standard Deviation, and T-test were the statistical tools used to analyze the data gathered. Based on the findings of the study, majority of the respondents were female, bachelor’s graduate, from teachers I to III, 15 years below in the service and not active in the ICT – related seminars attended. Most of the respondents use technology in writing lesson plans, in computing students’ results and, in teaching the lesson through power point presentations. However, due to the lack of resources and little fund from the MOOE, the respondents rarely use telecommunication devices such as cable, satellite, fax-machine etc. to interact with pupils. There is a significant difference between the extent of the use of ICT in teaching and learning Mathematics and years in teaching. Different challenges like lack of ICT facilities, confidence in the use of ICT and lack of trainings attended were the most commonly identified by the respondents. With the aforementioned, the researchers recommended that Mathematics teachers must be given more opportunities to participate ICT-based seminars and trainings.

The Reflection of Professional Learning Community of Educational Institution Networks focusing on the Sufficiency Economy in Songkhla, Thailand

This study aimed to describe the professional learning community (PLC) of educational institution networks in Songkhla, Thailand. In this study, the Faculty of Education Thaksin University is in the role of the supervision and monitoring working group that received funds for organizing professional development activities like a professional learning community (PLC). This project was implemented in the educational institution network in Songkhla province for the year 2019. The number of networks is eight, covering one network of educational professionals and seven networks of educational institutions. It involved nine coaches/ mentors divided into three teams who responsible for three networks (Khuan Niang Witthaya School, Ban Radpun School, and Wat Rong School). This study used the assessment tools of the Secretariat Office of the Teachers Council of Thailand. This tool consists of four sets. Those are sets of guidance record form for coaches and mentors, sets of interview forms and interview recording forms, sets of monitoring and evaluation of the performance by the network, and sets of the network performance evaluation form. Based on the finding, the entire teacher networks are writing lesson plans, and the students learn with the principles of moderation. The use of knowledge with awareness and moral responsibility is the basis for decisions and actions in four dimensions, namely economy, environment, society, and culture in balance.

해외 단기 실습 사전 훈련을 통한 한국어 예비 교원의 성장 연구 - 사이버대학 학생의 훈련 일지 분석을 중심으로 -

Journal of the International Network for Korean Language and Culture 17-2, 47-74. The objective of this study was to explore the growth of pre-service Korean teachers, that is, the expectations and concerns of teachers participating in short-term teaching practice abroad programs. In addition, it examined their development during a pre-training session provided prior to participating in programs abroad. To achieve these goals, an analysis of the teachers’ diaries was conducted, with the following results. First, the teachers tended to have more difficulty creating lesson plans for culture classes than for language classes. At the beginning of the session, especially, they felt vague apprehension and were overwhelmed by the fact that they had never been in the education field. However, with satisfactory progress in the session, they discovered for themselves the important aspects of writing lesson plans. Second, they recognized that the design of culture classes should lead students to interact with one another. Moreover, they became aware that language classes should be designed based on accurate knowledge of grammar patterns, their order, and differences among similar forms. And then, they came to think about how to deliver such notions to their students in class.(Cyber Hankuk University of Foreign Studies)

General pedagogical knowledge, pedagogical adaptivity in written lesson plans, and instructional practice among preservice teachers

ABSTRACT Lesson planning of teachers as a research field has received little attention in terms of modelling and measuring relevant competences. As an innovative measurement approach, we developed a standardised method for analysing written plans of demonstration lessons. Our focus is on the demand of pedagogical adaptivity, i.e., the ways in which lesson assignments fit with the cognitive level of learners so that they are guided into their zone of proximal development. This conceptualisation is operationalised by using several indicators (content analysis criteria) to reconstruct and quantify situation-specific planning perception, interpretation, and decision-making. We use the data from 172 preservice teachers in Germany with their first demonstration lesson during induction. Findings show their declarative general pedagogical knowledge of adaptivity (assessed via a standardised test) is a significant predictor for the situation-specific skill of pedagogical adaptivity in written lesson plans, and the latter effects preservice teachers’ self-reported instructional practice of teaching that lesson. Findings are discussed towards their implication for the design of teacher education.

Impact of Instructional Alignment Workshop on Teachers’ Self-Efficacy and Perceived Instruction Performance

The extent to which teachers’ level of efficacy and quality of instructional performance changed after they receive a professional development workshop on instructional alignment is currently unknown in a school district in Florida. As such, the researcher investigated how professional development on standards and assessment alignment impacts teachers’ self-efficacy level in writing lesson plans. Results indicated that teachers' level of efficacy and quality of instructional performance, measured as their beliefs on how alignment can benefit their students and improve how they write lesson plans, overall improved after the professional development they underwent. The findings can be used to initiate positive social change, starting with the field of education. The results benefit not only the students but also the teachers themselves, as well as the administrators and school districts. State and federal policymakers can also benefit with better evidence of how professional development could work to improve instructional alignment.

Malawi mathematics teacher educators’ understanding of Lesson Study

Purpose The purpose of this paper is to better understand the challenges involved in introducing Lesson Study (LS) into teacher education in Malawi by studying mathematics teacher educators’ (TEs’) understanding of planning for LS. Design/methodology/approach This study is a part of a wider ongoing project designed to improve the quality and capacity of mathematics teacher education in Malawi. One of its components is professional development of all mathematics TEs in Malawi using an LS model. The units being analyzed comprise of the TEs’ written lesson plans and qualitative content analysis is the chosen analytical approach. Findings Based on the analyzed research lesson plans, the TEs have difficulty in focusing on their own learning parallel to the student teachers’ (STs’) learning, and struggle with predicting STs’ responses to tasks. In addition, there is a pervasive lack of emphasis on planned and focused observation of STs’ learning, as evidenced by a review of the research lesson plans. Research limitations/implications This is a small-scale study due to LS being introduced to Malawi teacher education for the first time and the need to test before possible upscaling. Practical implications The paper includes a description of mathematics TEs’ understanding of LS in an African context, which can be a valuable information for TEs who are attempting to use LS. Originality/value This paper fulfills an identified need to learn more about TEs’ understanding of LS worldwide.

Pelatihan dan Pengembangan Perangkat Pembelajaran Berdasarkan Permendikbud Nomor 22 Tahun 2016 pada Guru-Guru di Gugus V Kediri, Kecamatan Kediri Kabupaten

This activity was a community work in education. The purpose of this activity was to improve elementary school teachers’ ability in SD Gugus V of Kediri district of Tabanan regency in developing teaching materials based on the Regulation of the Minister of Education and Culture No. 22 of Year 2010. This community work was done in seven months starting from 2nd April, 2017 by giving knowledge about materials development in the form of training and tutoring using lecturing, question and answer, discussion and assignment methods. To know the teachers’ ability in writing lesson plans, observation and task assessment methods were used. The results of obserrvation showed that all of the 25 participating teachers were enthusiastic from the beginning to the end of the activity. While from the assessment of the tasks in the form of materials development it was shown that 96% or 24 teachers understood and were able to write lesson plans well and 4% or 1 person had a good ability. From the results obtained it can be stated that the implementation of P2M in Gugus V, Kediri district, Tabanan regency was done smoothly and successful.

Developing a learning management with local wisdom integration to improve reading and writing skills

Language leaning involves many complex processes. To motivate learners to learn, teachers need to implement different methods and strategies. This present study attempted to develop a learning management that involves the integration of the local wisdoms to improve the reading and writing skills for upper-primary school students in Thailand. The purposes of this research were to create effective reading and writing lesson plans with the integration of local wisdoms for upper-primary school students in Thailand,to investigate the effectiveness of the designed lesson plans in improving the students’ reading and writing skills, and to examine the attitude of the students towards the designed teaching and learning activities in the lesson plans. The sample group consisted of 44 upper-primary school students, randomly selected from Wangbuasamakkhiwittaya School in the first semester of the 2016 academic year. The instruments used in the research were 4 reading and writing lesson plans designed by integrating the Thai wisdom knowledge into the lessons and a learning achievement test with 30 multiple choice questions and 2 written questions having the item discrimination ranging from 0.23 to 0.74, the item difficulty ranging from 0.21-0.85 and the reliability of 0.81. Descriptive statistics including percentage, mean, and standard deviation were used for data analysis. Theresults revealed that the E1/E2 of designed lessons plans were 85.13/81.36, which was higher than the 80/80 criteria. After the intervention,the students had shown significant learning improvement with the E.I. of 0.6901 and their posttest scores were significantly higher than pretest scores at the significance level of .05. In terms of their attitude towards the designed lessons, the students showed the positive attitude at the high level. It can be concluded that the designed lessons were effective in improving the students reading and writing skill abilities and the students were satisfied with the designed lessons. The findings are useful for teachers who may adopt this model of teaching for their reading and writing class. Keywords: Learning management; local wisdoms; reading skill; writing skill.

PERAN GURU DALAM IMPLEMENTASI KURIKULUM 2013: STUDI PADA TK MENTARI KEC. ABUNG SELATAN KAB. LAMPUNG UTARA

The curriculum is a vehicle for learning dynamic that needs to be developed and assessed continually ongoing in accordance with the existing developed community. The teacher’s role in the implementasi 2013, namely: a) the teacher haddiscussions in the process of preparation of the RPP; b) teachers write lesson plans through appropriate measure; c) teachers carry out a detailed study; d) the teacher as a facilitator; e) teachers provide character education; f) teachers guide students in learning in accordance with a scientific approach; g) teacher choose and use methods, media, and a variety of learning resources; h) teacher conduct authentic assesment; i) the teacher chooses and using valuation technique vary.