Danaryanti 2 Elli Kusumawati 2
D. Conclusion and Recommendation
Contextual teaching materials based on learning-forest prototype which had been developed is stated to be proper to use with average score of 85% so that it can be implemented to support collaborative learning based on learning-forest prototype.
Teachers and lectures can do biology learning by using learning-forest prototype with support of contextual teaching materials had been developed. Learning by using learning-forest prototype model requires some observers according to the students’
learning groups, so that the Lesson Study should be conducted for this learning.
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Improving Teacher’s Professionalism Through School-Based Lesson Study at SD Laboratorium Undiksha Singaraja
I Made Citra Wibawa1, I Komang Sujendra Diputra2, I Nyoman Laba Jayanta3 Primary School Teacher Education, Universitas Pendidikan Ganesha
[email protected]1, komangsujendra.diputra@undiksha .ac.id2, [email protected]3
Abstract
The aim of this activity was to improve teachers’ understanding and awareness of their professional competency. One of the approaches that can be used to improve teacher’s professionalism in teaching is done through school-based lesson study. The steps followed in this activity were 1) a seminar to improve the teachers’ understanding and awareness about the importance of school-based lesson study; 2) a dissemination of the implementation of school-based lesson study through video conference of the result of training in Japan and 3) a lesson study capacity building at SD Laboratorium Undiksha with the following stages: (1) planning (plan), (2) implementation (do), and reflection (see). Based on the results of the implementation of the school-based lesson study it can be concluded that there is an increase in understanding and awareness of the teachers about their professional competency as indicated by an increase in performance during the implementation of the activity. This was shown in the ability of the teachers to make a plan and teaching preparation, their mastery of teaching methods and strategies, their mastery of materials taught to the students, their ability to manage the class, their ability to administer test and evaluation. All if these show an increase in the quality of teaching through the school-based lesson study.
Keywords: teacher’s professionalism, school-based lesson study A. Introduction
The quality of human resources as the product of education cannot be separated from the quality of the educators (teachers and lecturers) as the implementers of the teaching and learning process. High quality teachers are able to implement the curriculum in the form of teaching process, so that the goal of education can be reached.
Act No. 14 of 2005 on Teachers and Lecturers , Article 2 Paragraph 1 states that “the status” of a teacher is a “ professional”. A teacher who says that he or she is a professional has to continually improve his or her professional service to improve the students’ welfare. Since his or her duty is to make the students learn, a teacher has to continually learn how to make them learn better due to the increasingly greater demand of the era of change. Formerly, it was assumed that it was enough if the students could master the cognitive aspect in learning. Now, that is not adequate at all.
The Regulation of the Minister of National Education of the Republic of Indonesia No. 16 of 2007 on the standard of the academic qualification and teacher’s competence states that teacher’s competence standard is developed fully in four competences, i.e., 1) Pedagogical competence or the teacher’s ability to manage the students’ learning, 2)
Personality competence, i.e, steady personality skill, having noble character, wise and charisma and becoming a good model for the students. 3)Social competence, i.e., the teacher’s ability to interact effectively and efficiently with the students, his or her fellow teachers, students’ guardians and the community. Professional competence, i.e., the ability to master the teaching materials broadly and deeply. In this case, the target for supporting the quality of education is the teacher, thus, professional competence has to be improved, not only knowledge and skills, but the expected comptence is the willingness to improve things that support the feasibility of his or her competence. In keeping with various demands for improving teacher’s competence, the effort to improve professionalism has been made through the improvement of academic qualification, certification, and professional education and training on teaching basic skills. But a teacher’s creativity in the teaching and learning process does not have any impact on other teachers. Generally, the teachers with a high self importance, who feel superior are not easy to accept inputs for improving the teaching. The teaching and learning process that is followed by a teacher is a taboo for his or her colleagues to see.
In an effort to improve teacher’s professionalism there is a need for a model of development that can change the mindset and actionset of the teachers into collaborative culture and information sharing. Lesson study is a model of teacher professional development which can be selected. Lesson study is a teacher’s professional development model through collaborative and continual teaching research based on collegiality principles in which the teachers help each other in learning to develop a learning community ( Hendayana. et al., 2007). Styler and Hiebert (in Susilo et al., 2009: 3) state that lesson study is a collaborative process in a group of teachers when they identify teaching problems, designing a teaching scenario (which consists of the activity of looking for books and articles about the topic to be taught), making the students learn based on the scenario (one teacher implements the teaching while others observe), evaluate and revise the teaching scenario, teaching based on the revised scenario again, evaluate the teaching again and sharing the outcome with other teachers (dissemination). From some definitions above it can be concluded that lesson study is a model of teacher’s profession development in improving teacher’s professionalism that is done together by a group of teachers to realize teacher’s proessionalism in a better direction.
Some considerations that can give positive assumptions of the benefits of lesson study include 1) stimulating motivation to develop oneself. 2) training teachers “to see”
the students. 3) making research an integral part of education. 4) helping the dissemination of innovations and new approaches. 5) placing teachers in a respected position.
So far elementary teachers of SD Laboratorium Undiksha have not got any optimum training on lesson study. based lesson study with the capacity building from the team of community work of Undiksha is expected to make the teachers open to receive suggestions for improving the quality of teaching, improving the ability to make
innovations in teaching through hands on activity, mind-on activity, daily life, and local materials. The principle of coleaguelity and mutual learning are implemented in collaboration when implementing lesson study. In other words, the teachers involved in the lesson study activity are not allowed to be superior (feeling that they the most clever) or inferior (feeling inferior) but all of the participants in lesson study have to have an intention to learn.
B. Method
The problems that have been formulated above can be resolved strategically by improving the understanding and skills of teachers to implement the learning through the pattern of school-based lesson study. The steps followed in this activity were 1) a seminar to improve the teachers’ understanding and awareness about the importance of school-based lesson study; 2) a dissemination of the implementation of school-based lesson study through video conference of the result of training in Japan and 3) a lesson study capacity building at SD Laboratorium Undiksha with the following stages: (1) planning (plan), (2) implementation (do), and reflection (see).