Feb 12, 2013

The Role of Lesson Study to Improve Teaching Learning of Mathematics and Science




By Marsigit

The problems for developing teaching learning processes cover the following questions:
(a) how to promote various methods (including CT&L) rather than single method?,
(b) how to promote using various teaching learning resources rather than limited one?,
(c) how to promote the students to construct their knowledge rather than to deliver them their knowledge?,
(d) how to facilitate the students rather than to direct them?, and
(e) how to promote life-oriented rather than text-books oriented?

The problems and issues for developing evaluation system cover the following questions:
(a) how to evaluate processes, skills and products or how to asses students’ competencies comprehensively?, and
(b) how to promote various approach of evaluation?

Everyone needs time to learn new things.

Lecturers and teachers need time to en-culture innovations.

To innovate their teaching teachers need to have right perceptions on what is called good practice of teaching; they also need knowledge and skills as well as experiences to perform their competencies in teaching.

The crucial issues for developing mathematics and sciences always comes from the shortage of equipments and educational facilities and resources.

Lesson Studies was developed in which the teachers, in collaboration with lecturers and Japanese Experts, tried out some teaching models at schools.

The lecturers of Teacher Training Program and school teachers worked collaboratively and composed some numbers of Lesson Study.

The grounds of the Lesson Study activities were reflecting and promoting the new paradigm of the secondary mathematics and science education, in which learning activities are not only perceived pragmatically and short-time oriented but also perceived as long-life time purpose.

Lesson Study activities let the teachers to reflect and evaluate, in cooperation with lectures or other teachers, their paradigm of teaching.

Approaches of Lesson Study covered
(a) cooperation among students in learning,
(b) contextual teaching and learning,
(c) life-skill,
(d) hands-on activities,
(e) interactive process oriented curriculum and syllabi development, and
(f) teachers’ and students’ autonomy.

From those three sites of study, they produced the notions of educational improvement, in term of teacher, student, and lecture.

At the national level, the Lesson Study project can be a statewide movement for professional development of primary and secondary education.

Through IMSTEP and SISTTEM, since 2001, DGMPSE (Directorate General of Management of Primary and Secondary Education, in cooperation with JICA-Japan, has initiated Lesson Study as a model of professional development designed to assist teachers in producing qualified lesson plans and gaining a better understanding of student learning in primary and secondary mathematics and science.

Previous study by IMSTEP indicated that to encourage mathematics teachers’ professional development, all sides in educational system should consider the promotion of:
(1) good atmosphere for teaching and learning,
(2) various teaching methods and teaching learning resources,
(3) chances for the teachers and their students to perform their initiatives,
(4) cooperative learning,
(5) research class as a model for educational innovations (as Japanese teachers do),
(6) teachers’ role to develop their curriculum,
(7) school and teacher autonomy
(8) school-based management, and
(9) contextual teaching.

In early 2000, there are cooperations among universities, teacher training institutes and MoNE’s Directorate of Secondary Education to improve teachers’ competencies to support the implementation of the proposed competence-based curriculum (Curriculum 2004).

Government agenda for implementing the new curriculum leads to the need for socialization the philosophy and the concepts of school-based curriculum as well as the results of Lesson Study activities.

Yogyakarta, October 2010

3 comments:

  1. Wahyu Lestari
    16709251074
    PPS P.Mat D

    Dalam melakukan inovasi pembelajaran, guru tidak menutup kemungkinan memerlukan waktu untuk menyiapkannya. Karena pada dasarnya, guru perlu memperhatikan pentingnya pengajaran yang baik, pengetahuan yang jelas, dan pengalaman-pengalaman yang sudah dilakukan sebelumnya. Seperti halnya lesson study, pada dasarnya yang mencerminkan paradigma baru matematika yang dianggap dianggap sebagai tujuan waktu seumur hidup .

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  2. Lesson study merupakan salah satu upaya untuk meningkatkan atau melaksanakan pembelajaran yang berkualitas dengan cara melakukan diskusi antar kelompok guru yang berkelanjutan. Diskusi tentang bagaimana siswa belajar dan guru mengajar, membangun pengetahuan pedagogis dari kekuatan dan kelemahan guru lain, dan pengadaan perangkat pembelajaran yang berkualitas.

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  3. Ardeniyansah
    16709251053
    S2 Pend. Matematika Kelas C_2016

    Assalamualaikum wr. . wb.
    Lesson Study merupakan salah satu alternatif mengatasi permasalahan dalam proses pembelajaran yang hingga saat ini masih dinilai oleh banyak pihak belum memberikan kesempatan yang luas kepada peserta didik untuk membangun sendiri pengetahuannya. Lesson Study ini bermanfaat untuk meningkatkan profesionalisme guru, meningkatkan kualitas pembelajaran, meningkatkan potensi siswa dan juga melayani kebutuhan belajar siswa. Dasar kegiatan Lesson Study yang mencerminkan dan mempromosikan paradigma baru matematika sekunder dan ilmu pendidikan, di mana kegiatan belajar tidak hanya dirasakan pragmatis dan berorientasi waktu singkat , tetapi juga dianggap sebagai tujuan waktu seumur hidup. Lesson Study merupakan salah satu inovasi dalam proses pembelajaran yang memberikan kesempatan kepad peserta didik untuk membangun sendiri pengetahuan barunya melalui proses pembelajaran.

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