Danaryanti 2 Elli Kusumawati 2
D. Conclusions And Suggestions
classroom, this is due to lack of interaction with lecturers and students, and lecturer instructions on students who are less clear especially when students analyze and draw conclusions. Reflection is considered a teacher's skill to examine carefully and continuously to teach students to be better (Chetcuti, 2007 in Galini and Kostas, 2014).
Reflection in lesson study provides an opportunity for teachers to see and improve their own learning outcomes with other teachers collaboratively (Susilo, 2011).
Improving Quality of Earth and Space Science Lecturer Through Lesson Study
Erwina Oktavianty
FKIP Universitas Tanjungpura, Pontianak [email protected]
Abstract
The purpose of this research is to improve the quality of the process and the results of earth and space science lecture through the implementation of lesson study. The quality of the results in the lecture is based on the improvement of students' mastery score. Collaborative learning is done through the lesson study stage as an approach in the lecture. The study was conducted in two consecutive cycles of collaborative planning, research lesson and post-lesson reflective.
The results showed that the process of planning, implementation and reflection of lectures can improve the process. The results of student mastery increased from an average of 53.25% to 85.75%. Student response shows that collaborative learning has a positive impact on the lectures. So in general the implementation of Lesson Study can improve the quality of earth and space science in Physics Education program of education faculty Tanjungpura University.
Keywords: Earth and Space Science Lecturer, Lesson Study, Collaborative Learning
A. Introduction
Physics education study program as part of LPTK that produces physics teacher has a vision to be superior in producing physics education that recognized competent, synergistic and dedicated and territorial-based (Curriculum Team, 2009). In the curriculum of physics education program FKIP UNTAN, the subject of earth science and space is a compulsory subject of study program with the number of credits 3 (3-0), this is in line with the school curriculum that has demanded the students' competence to master the science of earth and space well both as a science and as a field of astronomy olympics. However, the implementation is dominated by theoretical studies so as to give the impact of giving experience and student thinking activities become less adequate.
The result of TIMSS (Trends International Mathematics and Science Study) for the earth science material of 2015 shows the average achievement of Indonesian students is 29 compared to the average achievement of 49 international students (OECD, 2015). While in physics education program student still shows 55% conception of physics education student FKIP Untan that is inconsistent in material of IPBA (Erwina Oktavianty, 2011).
Physics education program students are physics teacher candidates who are prepared to become physics teacher-science professional high school. Supposedly after they finish their study in LPTK already have experience and conception which is in accordance with the conception of physicist. And that prospective students learn more from how they are taught by their lecturers and not from what lecturers are exposed to
good teaching (Mellado, 1998). Therefore lectures that only provide information "the sage on the stage" does not provide opportunities for students to interact. Students need to be given the opportunity to be able to work together to solve problems related to their daily life because the learning process obtained by learners so far more on "learn about"
(learning about thing) rather than learning how to be (Apriono D.,2013).
Ueno (2013) explains that in Collaborative Learning, teachers design learning so that students can learn from each other. The importance of "learning from others"
experiences and the real experience of how others are learning has often been expressed in literature. Several studies have shown that teachers are hard to change (Davis, 2003).
In Collaborative Learning, teachers also need to provide materials and media that support collaborative learning activities, provide questions or tasks that encourage exploration, and students work in learning groups (Sato, 2012). Lesson study is an alternative that can support collaborative learning, in addition to lesson study provides a real example of how to do learning, participation as an observer in lesson study or observing video lesson study can be used to improve the teaching skills of teachers and prospective teachers. The focus of lesson study is not just solving problems or difficulties but how problems can be solved by sharing experiences and thinking together and interacting with different learning components.
Based on this rationale, this research has a strategic value to increase the knowledge and experience both for lecturers and students in Physics Education Study Program FKIP Untan in conducting Earth and Space Science lecture based on the result of the study of student concept concept in collaborative between team teaching so that effort improvement the quality of the learning process in the course of earth science and space can be achieved.
B. Method
Development of lectures Earth science and space physics education program FKIP Untan implemented by implementing lesson study on the discussion of sun, earth and moon matter. This activity was followed by lecturers of physics education program FKIP Untan. The lesson study phase that is implemented is the stage of plan, do and see.
The sample was taken by saturated samples. Namely all students of physics education courses that take the courses of Earth Sciences and Space (IPBA) in the even semester of the academic year 2015/2016 amounted to 31 people.
The instrument used in this research is the observation sheet of earth and space science lecture, student questionnaire assessment sheets and tests of mastery of earth, moon and solar interaction materials.
The research stages are
Plan: make an IPBA lecture analysis and plan innovative learning in the form of a lesson plan (RPS).
Do: conducting IPBA lectures by model lecturers.
See: teachers and lecturers together reflect on lectures C. Finding and Discussions
Based on observation and reflection, it can be seen that studentlearning outcomes during the learning process enhanced throuh collaborative learning on lesson study. At the end of the lecture obtained information on student acquisition increase from 53.25%
to 85.75% as the graph below
Picture 1. The acquisition of learning outcomes
Student response to learning is positive. Students feel challenged to follow lectures in a collaborative way. Observer also said the interaction made by students with students look positive where students pay attention to friends who ask or express opinions, then the response is very positive. Other observers also highlight how student interactions with interactive media have been prepared. Still needs improvement in the media being used because some of the existing information needs additional information from the internet. There are students who can not be connected by the internet so he can not participate to give his opinion.
The implementation of lesson study in this study was conducted in two cycles.
With each cycle implemented according to the stage of planning (plan), implementation (do) and reflection (see). The first Open Class is implemented on the rotational material and the earth revolution while the material given in the second open class is the interaction of the earth, the moon and the sun and the eclipse. The following will be described in the lesson study phase:
Plan
At this stage, all lecturers of IPBA subjects are involved in lecturing analysis, making lesson design and student worksheets based on local myth collaboratively.
In this activity, lecturers discussed obstacles in earth and space science learning.
Misconception has found on the discussion. The results of Erwina Oktavianty (2011) show 55% conception of physics education student FKIP Untan that is not consistent in material of IPBA. Other hand building creativity and teamwork for students are obstacles of lectures, usually when the students are given task or group task. They tend to fisnish the task by themselves or some members of the group only, while the rest of the group just riding name only. So the difficulty in understanding the concept of earth
and space is always in the lecture in the form of misconception. (The result of misconception). Likewise with the assessment done in the course, the assessment is only done based on the value obtained without considering the discussion conducted by the students. So that students do not feel fair and not maximal.
Based on the analysis of the above problems then the discussion continued with the lecture method that will be implemented. Based on the results of the discussion, collaborative learning is chosen as an approach in the lecture. Students discuss in groups with each group consisting of 4 people. In a group of students discuss the problems that exist in the worksheet which is at the next meeting. The number of students involved in this lecture is 31 people in one class.
Therefore lesson design is made for two more flexible meetings and completed by the worksheet.
Figure 1. Stage Plan by the team of lecturers of the subjects of IPBA
The worksheet is designed with attention to the local myths or habits of the people in understanding the phenomena related to the matter of the earth and solar moon's interactions, such as culmination point, lunar eclipse and solar eclipse. In addition, this planning discussion leads to the use of the media used. An interactive multimedia media that integrates local science and information technology is provided in lectures. So that the learning media can accommodate the myths that develop related to IPBA lectures.
This local science is derived from investigations conducted by students on previous assignments. Among them is the dominant concept of gravity in the practice of culmination.
Do/Open Class
Open class activities are held in two meetings. This is done to see the change in material mastery and the ability to conduct collaborative discussions in learning so as to gain improved students' thinking skills.
Lectures adapt to cooperative activities where students discuss in groups.
However, each student is not expected to get the same conclusions but can find problem
solving in the worksheet of each of the discussions. So that student misconception can be reduced.
In the early stages of the lectures, lecturers provide motivation to students about the phenomenon of celebration of culmination that is done by Pontianak city people every 2 times a year, every 20-23 March and 20-23 September every year. Then discuss the activities in the celebration and compare with the activities of one of the cultural events held during Imlek and July-August. Students then share classically against their findings and discussions.
Picture 2. Student discuss the worksheet based on multimedia interactive Furthermore, the model lecturer leads to the solution of the problem as a jumping task that has been available on the worksheet. Data and information gathering is done by taking into account the interactive multimedia that has been given by the model lecturer. Then the students presented their findings in a classical way.
The same is done in the second cycle. The material discussed is eclipse phenomena. So through the workshop students get a clear picture and a detailed understanding through the project against the concept of eclipse.
Picture 3. Students present their eclipse media.
Using this strategy for the lecture, student could more active in discussion and enthusiasm in all lecture activity.
At the stage of do, the observers observed the activity of the lecture with the focus of observation is the activity of the students. The observation sheet used by the observer can make observations as an alternative observation. Namely the interaction between students with students or with lecturers, student interaction with the media of biak learning given by lecturers model in the form of interactive multimedia or media that they make. And the benefits that observers get in the implementation of lectures.
See
This is the important step of lesson study. Reflection stage is discussion between observer, team teaching of earth and space science and model after the lecturer and discuss about what happened during the learning implementation.
Learning reflection activities led by a moderator so that all observers can deliver the results of observation in an orderly manner. In addition, the observer can also share the learning experiences that have been obtained. This discussion is expected to provide input to the next learning process.
Some of the information obtained from the discussion is that the median utilization by the students can be increased again, especially in conformity with the given worksheet. In addition, student interaction with students in one group can be built with encouragement from lecturers. In general, lecture planning that has been made and implemented is good with workshop method. That way students can feel challenged in solving problems and also engage in group discussions.