Danaryanti 2 Elli Kusumawati 2
D. Conclusion
Lesson Study-oriented Learning Community in four courses in FPMIPATI UPGRIS has been done well. The percentage of activities of Lesson Study is as follows. In the Plan stage reached the percentage of 85.93% and Do stage of 84.26%
and the See stage of 79.17%.
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Undang-undang No.14 tahun 2005.Tentang Guru danDosen
Increasing Students Ability in Analysis Learning Curriculum 2013 Through Sustainable Discussion Method
Hafsah,H M.Yunan1, Zedi Mttaqin2, Sawaluddin3, Devi Mayasari4, Rima Rahmania5
Program Studi Pendidikan Pancasila dan Kewarganegaraan Fakultas Keguruan dan Ilmu Pendidikan Universitas Muhammadiyah Mataram, Pagesangan 83127
Abstract
The aim of this study was to find out the student process of analyzing the learning tools of curriculum 2013 through continuous discussion method. The research method used was the classroom action research, the subject of the research was the fourth semester student of Pancasila and Citizenship Education program amount 22 students, the technique of data collection used observation, performance, and documentation. Technique of data analysis was descriptive statistics. The results of this study indicate that First, the students process in analyzing the learning tools of curriculum 2013 using the method of continuous discussion was (1) Students are given the task to arrange syllabus components and determine the format of syllabus to be used, (2) Students design and analyze syllabus, lesson plan, subject matter, indicators, methods, media, learning resources, and assessment (3) Students discuss in the groups to develop learning tools, (4) Students present the results of their analytical skills in front of the class, (5) Other students respond to statements submitted by the group presenter, (6) the lecturer gives the reinforcement of the material that has been discussed. Secondly, there was improvement of students’ ability in analyzing the learning tools of curriculum 2013 by using continuous discussion method in Pancasila and Citizenship Education program was 90% with complete category. Then 10%
of students who are less ability in analyze the learning device curriculum 2013.
Keywords: Ability to analyze, Curriculum 2013, Continuous Discussion.
A. Introduction
Professional teacher preparation and guidance has been taken with various efforts, ranging from recruitment of prospective teachers, teacher qualification, preparation of learning tools up to the improvement of school curriculum. It is expressly implied that a teacher is prepared to possess and convey four competencies namely pedagogical, professional, social and personal competence.
In particular, the mastery of pedagogical and professional competencies is taken through the mastery of courses, both theory and practice teacher. In the readiness of the learning process of a teacher should be able to prepare learning tools both syllabus and Lesson Plan so that in the process of learning can be done well by first analyzing both Syllabus and lesson plan then the results of analysis can be discussed before the implementation process.
Based on the results of reflection and discussion during the learning process undertaken by the students, first the students follow the syllabus format that will be compiled based on the curriculum of 2013 which refers to the syllabus and lesson plan components that already exist, the activity of learning implementation plan (RPP) done individually without including Other students in his group to discuss the preparation of syllabus and lesson plan before the ongoing analysis and discussion. In the early the results of the analysis are individual and feedback given directly to the students about the observations before the discussion was held in the groups. Observation process was done by the lecturer model and the observer who directly monitor the implementation of the process. The process of analysis was certainly expected to be qualified to be utilized in the learning process either individually or in groups.
The current curriculum was the 2013 curriculum, hopefully that the use of this curriculum can create an improvement quality of education and the quality of the learning process in Indonesia from an appalling ranking compared to the quality of education of neighboring countries. One way to achieve the quality improvement of education is to study the lesson or lesson study.
Lesson study is one of the learning activities that aim to improve the competence of teachers / lecturers and the quality of learning, with the main target of students as output can have the appropriate competence skills expected. Paidi (2005) states that lesson study is defined as a study for the analysis of a research- based learning practice to find a specific learning innovation. Joharmawan (2006) stated that lesson study is the activity of designing learning to improve the quality of student learning which is carried out by a teacher based on learning plan which is designed together, then observed by other teachers and reflected together based on observation result. The purpose of the reflection is to perfect the learning process that focuses on the discussion of how students learn, when students start to get bored, how to acquire knowledge, how to collaborate students in groups, and others.
Lesson study is an activity planned by a team with certain techniques to improve the quality of education. In this case lesson study is directed to improve the quality of student learning both at the level of planning and implementation.
According to Saito (2006) learning be basis lesson study is a cyclic learning that is carried out in three stages, namely; "Plan", "Do" (carry out and observation), "See"
(reflect and evaluate), these three stages are carried out in a collaborative and sustainable way.
A teacher is prepared to possess and master four competencies, namely pedagogical, professional, social, and personal competence (Uno, 2010: 18-20). In particular, the pedagogical and professional competence can be measured from the student's ability to analyze learning tools and then practice them. This will describe the satisfaction of both theory and personal practice. As well as in the course of
Curriculum and Textbook, it is necessary to be optimally optimized in the learning tools according to the applicable curriculum first step in the practice of learning.
Therefore, the students' ability in analyzing learning tools according to the applicable curriculum becomes a must for prospective teachers before they are in the field or teaching practice.
This is also the case with the fourth semester students of the Citizenship Education Program (PPKn) of the Teacher Training and Education Faculty of Ummat as a student who is taking the curriculum course and the PKN Textbook for the preparation of teaching practice. In pursuing the subject, the target of learning achievement is planned, how students are taught, what materials are given, and what competencies will be achieved. With this learning will be guided on the competence according to the demands of the times in the direction according to the applicable curriculum 2013.
Referring to the results of initial reflection during the learning activities of students in the fourth semester of PPKn Ummat Study Program, students' ability in analyzing the learning tools of the 2013 curriculum has not been maximized. This is seen from the absence of a significant increase of the results of student analysis of learning devices. In addition, the pattern of student analysis also has not involved other students as observers together. This indicates that the students have not been able to develop the optimal learning curriculum in 2013. In the process, students are still doing individually and less involving the suggestions or opinions of other students. The purpose of the reflection is to perfect the learning process that focuses on the discussion of how students learn, when students start to get bored, how to acquire knowledge, how student co-operation during continuous discussion, and others.
Therefore, it is necessary to study the lesson study to improve the ability of fourth semester students of PPKn Study Program in analyzing the learning tools of curriculum 2013 in the subject of curriculum and text book of PKn through continuous discussion method. This is to provide feedback among students in the classroom in order to act as observers together and provide input to the results of other student analysis, in addition to the results of observation and control of lecturers. This kind of learning process will have a positive impact on the students' ability to develop and analyze the learning tools of the 2013 curriculum. The inputs in the form of continuous discussions are focused on student activities analyzing the learning tools of the 2013 curriculum. Coaching activities to improve students' skills in analyzing the 2013 curriculum learning tools through continuous discussion methods can be pursued by a lesson study implementation model. This model is done because it can learn each other about the learning method in the learning planning phase, the implementation stage of learning in the classroom, and also discuss the learning process based on the results of joint observation when
delivering the learning tool analysis results, and more importantly the lecturer can understand how students learn. As the results of research conducted by Wahyuni (2013) found that improving learning outcomes, the active classroom atmosphere of the sharing of information with the collaboration between lecturers and observers so that lesson study can be applied and implemented in all courses.
The Researcher conducted lesson study on improving students' ability to analyze the learning tools of curriculum 2013 through continuous discussion method to students who follow the curriculum and text books PKN fourth semester of PPKn Ummat study program. In this case to explore the process of students analyzing the learning tools of curriculum 2013, and whether the lesson study can improve students' ability in analyzing the learning tools of curriculum 2013 through continuous method of sustainability. Based on the action that undertaken by all of parties in this lesson study. This study aims to find out the student process of analyzing the learning tools of curriculum 2013 through continuous discussion method, and to know whether or not the improvement of student ability in analyzing the learning tools of curriculum 2013 through continuous discussion method.