Danaryanti 2 Elli Kusumawati 2
C. Research Result
The result of observation plan
Assessment of the model lecturer was conducted by observers from the study program. Here are the results of the stages of the plan that has been done as follows.
Table 2. Average results of observation plan
No Study Programs Siklus
I II III
1 Indonesia language education
27,19 27,24 28.15
2 Civic education 25,26 25,12 26,15
3 Geography education 24,15 23,92 24,56
Average 25,53 25,42 26,28
Based on the results of the assessment that has been done then calculated the amount of increased implementation of the implementation of the plan that occurs by comparing the cycle of beginning and end. Based on the calculation results obtained value of gain of 0.08 with the category of low increase. This is because still terkendalanya in learning device design and development of learning media. Model lecturers prefer to use conventional media that is easy to obtain. The design of learning also has not focused on the problems faced by students.
At the time of the plan on 3 courses, all model and observer lecturers were present in the event. There is a discussion of the material, the weight of academic achievement that is expected to discuss methods, strategies, has not been discussed evaluation and media. Learning devices produced by RPP, Student work sheet, evaluation instruments exist but not yet complete, learning media have not been brought. At the time of the discussion plan, there was an interesting discussion between the lecturers of the model and the LS team, especially in determining the strategies and learning methods that will be used at the time of Do that will be included in the design of learning and preparation of the material.
The results of observation do
Assessment of the model lecturer was conducted by observers from the study program. Here are the steps done do as follows
Table 3. Average observation results do
No Study Programs Siklus
I II III
1 Indonesia language education
39.22 45,64 53,34
2 Civic education 39,68 43,12 52,67
3 Geography education 40,33 46,54 48,34
Average 39,74 45,10 51,45
Based on the results of the assessment that has been done then calculated the amount of increase in the implementation of activities that occur by comparing the start and end cycles. Based on the calculation results obtained a gain value of 0.57 with medium improvement category. Based on the results of these observations obtained information that the lecturer is able to help students who have difficulty in learning and able to adjust the lesson plans with real conditions in class.
a) Readiness in spatial management
Space used for learning front-row seats / whiteboards, with arrangement of seats in small groups for learning by discussion method. For learning by lecture and question and answer method, there is no change of seat.
b) Classroom learning and interaction activities
Aspects observed in the learning activities originated from the classroom atmosphere in learning, the atmosphere of the class at the beginning of the less crowded, students have not fully concentrated, there are still looking for books in the bag, put on the table, just flipping through books and handouts given by model lecturers. In the first 10-15 minutes the students begin to concentrate on the material and begin to understand what the tasks in the learning process, student interaction with students takes place well, the range of lecturers in the interaction with students has not been maximal there are still students who are not observed by lecturers, The lecturer explains the material, when his friend answers the lecturers' questions or asks the lecturer, there are students still chatting by themselves. The observation of monevin at the time do find the still of student who seems not yet understand the material given by the lecturer, so when asked to fill the worksheet, the student do not immediately do. In general, the media used by lecturers to utilize LCD is good, but there is still not maximal.
At the time of material learning all prepared hand-out and already given to the students a week before the implementation of learning with topics to be discussed next week at the time do, a democratic atmosphere began to be created when the model lecturers gave students the opportunity to ask, in the 20th minute - 60 at the time of discussion both group discussion and class discussion, students began to actively ask and answer, interaction began
c) Evaluation during the learning process and learning outcomes
Based on the observation result, the evaluation was carried out during the learning process with question and answer, doing the student worksheet which then the result was discussed, the feedback was given by the lecturer at that time. During
the observation evaluation of learning outcomes at the end of learning has not been implemented.
d) The involvement of the observer
The involvement of LS team that became observer showed seriousness in observing the implementation of LS in his group. Although it appears at the beginning does not have the courage to move, after the open lesson with the companion and the discussion with the companion of the observer is more motivated and doing moving observing the learning activities and writing in the observation sheet during learning do.
The results of observation see (reflection)
Observations made at the time of see is to observe the process of reflection after the learning process ends. All LS teams in the study program perform see. At the moment see, the LS team designates the moderator to lead the way see as a reflection effort for the model lecturer and input from the observer's observation.
Moderators invite model lecturers to convey what felt at the time of learning, then take turns of the observer and members of the monev team given time to convey the results of his observations. From observation and following the path see, there is a democratic and open atmosphere, meaning the observer who at the beginning hesitate to convey the results of his observation, because lessons learned less than the maximum, but with the passage of time and open lesson cycle, awkwardness is reduced and model lecturers can accept with the openness of the heart, this looks a sense of humor and words of fun. There is a willingness of the model lecturer to carry out the follow-up with the revision of RPP by the model lecturer.
Assessment of the model lecturer was conducted by observers from the study program. Here are the results of the see stage (reflection) that has been done as follows:
Table 4. Average observation results see
No Study Programs Siklus
I II III
1 Indonesia language education
33,56 33,78 38,25
2 Civic education 28,13 29.24 37,68
3 Geography education 29,76 28,00 34,23
Average 30,48 30.34 36.72
Based on the results of the assessment that has been done then calculated the amount of increase in implementation activities see that occurred by comparing the cycle of beginning and end. Based on the calculation results obtained a gain value of 0.65 with the category of moderate increase.
Results Student Questionnaire
Results of student responses to the implementation of learning conducted by lecturers, as in the following table.
Table 5. Average response of students
No Study Programs Siklus I Siklus II Siklus III
Ability to teach
Complete ness of props
Ability to teach
Completenes s of props
Ability to teach Completene ss of props 1 Indonesia
language education
65,42 20,34
69,62 23,50 72,14 24,28
2 Civic education 72,34 19,21 74,62 20,24 82,78 24,89
3 Geography
education 74,22 26,76 77,35 28,12
81,24 29,14
Average 70,66 22,11 73,86 23,95 78,72 26,13
Based on the results of questionnaires given to students, it can be determined the amount of improvements in the quality of learning perceived by students. An increase value of 0.56 is included in the moderate category. The results of the observations made by the students as follows:
1. Lectures raised in LS student activities give positive appreciation
2. LS provides benefits because it can know the ability of model-lecturers and students in the lecture and add insight in teaching techniques for students.
3. LS appeals to students, because it is useful in the learning process.
4. LS atmosphere is different from lectures so far, at the beginning of LS a little awkward because many lecturers who observe, but after a while become a regular even motivate to be active in learning and learning more directed 5. LS socialized by lecturer of course that will be used as model LS
6. Student suggestion, LS should be socialized at the beginning of semester / beginning of lecture, build LS community to be useful for prospective teacher students.
D. Conclusion
1. Lesson study provides opportunities for lecturers to develop the quality of learning that affects the quality of thinking and acting students
2. Implementation of LS on 3 courses in FKIP UM Mataram has been run in accordance with the plan, this is because the cooperation of all parties involved 3. The implementation of LS has a positive impact on model-lecturers for the
development of democratic, open attitude and desire to be better.