Danaryanti 2 Elli Kusumawati 2
C. Result and Discussion
Lesson Study has several advantages including: (1) improving the quality of the lesson plan including all the components in it, such as teaching materials, teaching methods, assessment, etc., (2) increasing teacher’s motivation to be more developed, (3) Strengthening the relationship between the implementation of daily learning with the objectives of long-term learning, (4) Strengthening the relationship of kolegalities between teachers with other observers, (5) Increase teachers' knowledge about how to observe student activities and (6) Increase teacher’s knowledge about teaching and learning materials (Rusman , 2010).
Furthermore, it is said by Dusley (2011) that there are several reasons to use Lesson Study, such as assisting teachers to: (1) see the learning process happening to the students more deeply than usual, (2) to see the gap between what is expected happened when students learn and what actually happens, and (3) knowing how to plan lessons that are more appropriate to the needs of the students. Besides that Chotimah and Anggara (2012), says that Lesson Study makes teachers become more professional in teaching so as to create a conducive learning atmosphere for students.
Table 1. Type of formative assessment used by pre-service teachers
No Formative
Assessment Types
Pre-service Teacher 1
Pre-service Teacher 2
Pre-service Teacher 3
Yes No Yes No Yes No
1.
2.
3.
4.
5.
6.
7.
8.
Question Test Classroom Discussion Homework Summarizing Portfolio
Peer Assessment Observation
The data in table 1 indicates that in the teaching process, pre-service teacher 1 uses four types of formative assessment, such as question, test, observation, and homework, and student 2 uses three types of assessment, they are observation, question and test, while student 3 uses five types of fomative assessment, including:
question, test, classroom discussion, observation, and peer assessment. But none of them used summaring and portfolios.
The types and technique of formative assessment which the researcher suggests has evolved in this reseach shares some, but not all that described by Black and Wiliamin Carol (2002). The following will discuss formative assessment techniques used by pre-service teachers in their teaching process.
Question
Giving questions wasapplied by students 1 and 3 by asking the students about the material they have been learning. It was done at the beginning, middle and at the end of the lesson. Based on the results of the interviews, they did it in order to find out how far students understand the teaching materials have been being taught and this is in line with what Jones (2005) pointed out thatthe most common ways of checking students’ understanding is giving question, but in asking questions sometimes the questions were answered by the pre-service teachers themselves,not the student, whereas according to Wiliam in Carol (2002), the teacher should give enough time to the student to respond the question and invite them to discuss their opinions about the question or topic in pairs or groups. This happened to the two pre-service teachers in the first meeting.Nevertheless,it was not happened anymore after getting input from the observers on reflection (see) phase. Both of those pre- service teachers had started to be patient waiting for students’ answers and even they
were directing the students in answering the given questions. This means that these pre-service teacher heve got some improvement from the first to the seconde meeting. The idea of Chotimah and Anggara (2012) related to the use of Lesson Study, that Lesson Study makes teachers more professional in teaching, thus creating a conducive learning environment for students, wassupported by this reseach as well. While the 2ndpre-service teacher give some questions orally at the beginning of lesson related to the students’ understanding of teaching material.
Test
From three pre-service teachers who became the subjects in this study, all all them use tests in their teaching process and it was conducted orally. Pre-service teacher 1 performed an oral test by asking students in pairs to read the given dialogue, providing questions related to teaching material and asking students to write answers on the whiteboard, while Pre-service teacher 2 asked each group member who gets the turn to stand up and read the text simultaneously (parallel) and in the middle of the lesson, she gave the quiz but it was not related to the material being studied and when it was confirmed in the interview, the pre- service teacher said "it was just to make the students relax to avoid getting sleepy during the learning process, moreover the learning hours was in the afternoon". Pre-service teacher 3 provided test by asking the students torearrange sentences into a text in group and asking the group representatives to read the text that has been prepared. From formative assessment in the form of tests conducted by students in their learning, no test was found in written form.
Classroom Discussion
Classroom discussiononly occured in teaching process of pre-service teacher 3 while the other didn’t. This happened when she gave some random sentences to students and askedthem to compose the sentence into text by discussing with the group members first. Meanwhile, discussion is one of theastrategy which can be used to involve all students in teaching process to discuss their opinions on questions or topics in pairs or groups and ask the representative to express the opinion in a larger group called think pair share (Wiliam in Carol: 2002).
Homework
Providing homework (PR) done by student 1 by assigning students to make conversations about asking for and giving direction but this is not seen in the learning process conducted by pre-service teacher 2 and 3. When askingthem the reasons,both of themsaid "actually we plan to give the task but the time ran out and the bell rang, so we immediately concluded and ended the class". Though based on
the results of research conducted by Falch and Ronning (2012) said that giving homework is very important because it can increase student test score about 4% of standard deviation.
Peer Assessment
Peer assessment is done by students 3 by asking students to rate their friends after reading the text, but in this type of assessment, she did not provide a scoring rubric to students and the students were asked to rate using“good or very good”
category and there was no feedback either from students or pre-service teacher.
Whereas according to Shute (2007), giving feedback in formative assessment is very important because it can improve students' knowledge and skills. In the interview session the pre-service teacher 3said that this peer assessment was an unplanned assessment so that the students concentrated on the text being read.
Observation
The observation was conducted by the three pre-service teachers by observing the students while performing the tasks and visiting them from group to group. It was done to monitor students when composing text, help students who have difficulty in understanding the given text and check student work.
Future researcher should explore more on the most efective formative assessment technique used in teaching process and abserve the class for some meetings since this research was done for two meetings only.
D. Conclusion
From the results and discussion can be concluded that there are six types of formative assessment used by pre-service teachers in the teaching process. Those are observation, question, test, class discussion, giving homework, and peer assessment. Nobody used summary and portfolio. Observation was done by observing students, coming to students both in group and individual, helping students relate learning and examining student outcomes while questions were conducted orally. The test was also done orally through reading and arrange random sentences into text in groups. Discussion is done in groups by giving the task of composing a sentence into text. Giving homework is done by assigning students o write dialogue meanwhile peer assessment was done by assessing friends who are reading aloud text.
E. References
Anwar, B.R. and Rahmawati, D. (2014). Pengembangan Model Pembinaan Kompetensi Calon Guru Matematika Melalui Lesson Study. Jurnal Pendidikan Matematika FKIP Univ. Muhammadiyah Metro. ISSN 2442-5419.
Vol.3,No.1.
Arifin, Z. (2009). Evaluasi Pembelajaran. Bandung: PT Remaja Rosdakarya Bakula, N. (2010). The Benefits of Formative Assessments for Teaching and
Learning. Science Scope, 34(1).
Beziat, R.L.T. and Coleman, K.B. (2015). Classroom Assessment Literacy:
Evaluating Pre-Service Teacher. The Researcher, 27(1), 25-30.
Black, P. (2004). The Nature and Value of Formative Assessment for Learning.
King’s College London
Carol, Boston. (2002). The Concept of Formative Assessment. ERIC Development Team.
Chotimah, U. and Anggara, R. (2012). Penerapan Lesson StudyBerbasis Musyawarah Guru Mata Pelajaran (Mgmp) Terhadap Peningkatan Kompetensi Profesional Guru Pkn Smp Se-Kabupaten Ogan Ilir. Jurnal Forum Sosial, Vol. V, No.02.
Dusley, P. (2011). Lesson Study: a Handbook.www.lessonstudy.co.uk
Hamdan, A. (2013). Pre-Service Teahers’ Preferred Methods of Assessment: A Perspective from Saudi Arabia. Australian Journal of Teacher Education. Vol 38.No.4.
Hanna, G. S., & Dettmer, P. A. (2004). Assessment for effective teaching: Using context-adaptive planning. Boston, MA: Pearson A&B.
Hendayana, S, at al. 2006. Lesson Study, Suatu Strategi untuk Meningkatkan Keprofesionalan Pendidik (Pengalaman IMSTEP-JICA). Bandung:UPI Press.
Jones, A.C. (2005). Assessment for Learning. Learning and Skills Development Agency.
Falch, T. and Ronning, M. (2012). Homework Assignment and Students Achievement in OECD Countries.Statistics Norway Research Department.
Mulyana S. 2007. Lesson Study (Paper) Kuningan: LPMP-West Java
Rusman. (2010). Mode-Model Pembelajaran Mengembangkan Profesionalisme Guru. Bandung. Raja Grafindo Persada
Rustono, (2008). Meningkatkan kemampuan Mahasiswa Menerapkan Strategi Pembelajaran Melalui Lesson Study di Sekolah Dasar. Jurnal Pendidikan Dasar “ Nomor: 10.
Shute, J.V. (2007). Fokus on Formative Feedback. Educational Testing Service.
Simon, M., Chitpin, S., and Yahya, R. (2010). Pre-Service Teahers’ Thinking about Student Assessment Issue. International Journal of Education. ISSN 1948- 5476. Vol 2, No.2.
Sujana, Made. I, (2012). Lesson Study sebagai Alternatif Peningkatan Kompetensi Calon guru di LPTK. Jurnal Ilmu Pendidikan FKIP UNRAM, Vol. 20, No 1.
Susilo, H, Chotimah, H, Joharmawan, R, Jumiati, Dwita Sari, Y, and Sunarjo.
(2011). Lesson StudyBerbasis Sekolah. Malang: Bayumedia Publishing Vitantri, A.C. (2016). Efektivitas Lesson Study Pada Peningkatan Kompetensi
Calon Guru Matematika. Jurnal Pendidikan Matematika Vol.1 No.1.
Wei, C.R. and Pecheone, L.R. (2010). Assessment for Learning in Preservice Teacher Education Permance-Based Asssessment
Implementation of Leasson Study in Spatial Analysis Course
Abdul Karim1
1 Statistics, Muhammadiyah University of Semarang, Indonesia [email protected]
Abstract
Studying statistics in universities generally involves high-level thinking skills such as analytical and evaluation skills, rather than simply remembering factual knowledge and simple application. One of the strategies in learning that provides opportunities for students to develop problem-solving skills is problem-based learning. Problem-based learning is a learning process that becomes the starting point of problem-based learning. From this problem, students are stimulated to study problems based on their prior knowledge so that new knowledge and experience can be formed. This study aims at describing the application of problem-based learning strategy based on Lesson Study to improve students’ problem solving ability of study program Statistics on Spatial Analysis course in academic year2017/2018. This research was done by integrating Lesson Study. The research was done in one class which consists of four stages, namely planning, implementation, observation, and reflection. Each open class of Lesson Study was done by including the stages of plan, do, and see. The implementation of problem-based learning strategy with computer assistedwas done effectively through Lesson Study can improve problem solving ability.
Keywords: Lesson Study, Problem Based Learning, Spatial Analysis A. Introduction
Education plays a very important role to ensure the survival of the state and nation because education is a vehicle to improve and develop the quality of human resources (Pradhan et al., 2014). Universities as an educational institution cannot be separated from the improvement and development of human resources because universities can produce a more ready and professional output.Statistics are knowledge or science formed through thinking. Studying statistics in universities generally, involves high-level thinking skills such as analytical and evaluation skills, rather than simply remembering factual knowledge and simple application. Students who study statistics especially in Department Statistics Muhammadiyah University of Semarang (Unimus) need to get challenges in the form of challenging problems, in order to prepare them to work after graduation later. But we do not know what statistical problems need to be given to the students because we never know exactly what statistics will be faced by students later on after graduation. Therefore, students need to be given the ability to solve problems.
Students are people who are not yet fully adults, they still need a lot of procedures as a guide to solve a statistical problem to find a way out of the core of a problem. Sometimes students are frustrated when faced with a statistical problem.
Students need direction from lecturers so they will want to do creations that help to find ideas(Schoenfeld, 2014). One of the strategies in learning that provides opportunities for students to develop problem-solving skills is problem-based learning (Choi, Lindquist, & Song, 2014)(Yew & Goh, 2016). Problem-based learning is a learning strategy that challenges students to "learn to learn", this problem is used to link the curiosity and students' analysis and initiative skills to the subject matter. This learning prepares students to think critically and analytically and to seek and use appropriate learning resources (Savery, 2015)(Wiek, Xiong, Brundiers, & van der Leeuw, 2014)(Wijnia, Loyens, Derous, & Schmidt, 2016).
Learning in the Prodi S1 Statistics Unimus generally takes the form of lectures or expository, giving assignments to make papers, presentations, and then end with a test. This kind of routine lecture activity can make the students less challenged to solve the problem. This condition does not support the development of capability in solving their problems in the future. In addition to being less able to solve problems, regular learning above can make them less creative in facing problems in the field.
Thus, it takes activities that provide an opportunity for them to be able to use the power of thought, develop ideas, find solutions to a problem that they may develop themselves and express opinions. Furthermore, for students to do the job better, then they need tools that can facilitate their tasks. In this case, for complicated and repetitive calculations, the computer is one of the suitable alternatives as a tool.
With the advent of computer technology nowadays, it can be designed a problem based learning by utilizing thecomputer as a tool in learning. Through computer help in statistical learning, the students earn time savings that are typically used for counting repetitive processes or drawing graphs. With learning that gives many students the opportunity to explore the problem better be expected that students' math problem solving ability can increase.Application of problem-based learning strategy with computer help can be done effectively by applying Lesson Study. Application of Lesson Study in learning not only provide benefits for students but also able to improve the professionalism of teachers concerned. This is done so that the teacher's teaching skills can develop to become independent learners, responsible, skilled communicating, and collaborating.(Tlili, Essalmi, Jemni, Kinshuk, & Chen, 2016)(Koray & Koray, 2013)(McLaren, van Gog, Ganoe, Karabinos, & Yaron, 2016)
This study aims to describe the application of problem-based learning with the help of computers through the Lesson Study-based to improve the problem solving skills of Unimus Statistics Study program students in Spatial Analysis courses, so it
can be used as variations in learning, and used to improve the quality and effectiveness of the lectures.
B. Method
This study was conducted by integrating Lesson Study. Research is done in one class, in the class consists of four stages, namely planning, implementation, observation, and reflection. In each open class Lesson Study is done which includes stages plan, do, and see.The presence of researchers in this study is as a lecturer model and observer who designed the learning activities or actions undertaken together with the team of lesson study. The study was conducted at the Muhammadiyah University of Semarang (Unimus) on Spatial Analysis 2017/2018 from August to September. The subjects of this study are all students of StatisticsMuhammadiyah University of Semarang who take Spatial Analysis courses about 20 students.
The technique of data collecting is done by observation technique which is done by anobserver which is directly involved in data about student activity and lecturer activity of model in process of learning in class. The data collected by observation technique are 1) learning implementation data, 2) data implementation of Lesson Study, 3) data ability to implement learning and 4) data management ability of theclass.
C. Findings and Discussion
Preliminary observation activities conducted to find the problems that occurred in the class of Spatial Analysis of academic year 2017/2018. The observation was conducted during two meetings on Friday, August 25, 2017, Spatial Analysis lecture schedule is for two hours of lectures at the University of Muhammadiyah Semarang (Unimus). The observations obtained during the two hours of learning include the presentation of the structure of spatial data can be seen that PBL combined with the help of computers with the case of Gross Regional Domestic Product (GRDP) in Central Java to make students the spirit of learning. Student’s enthusiasm in processing data provided by Lecturers and do the job seriously. The observer notes the existence of atwo-way interaction between students and lecturers that occur with very effective and interactive. Learning media is very good because it is displayed in several LED TVs in the computing lab.
Table 1 summary of research activities through lesson study Material Model
lecturer Observer Time
Plan Do See
Spatial Dependency
Abdul Karim
Rochdi Wasono,
July 20th 2017
September 5th 2017
September 5th 2017
Eny Winaryati, Indah Manfaati Nur, Tiani Wahyu Utami
The Implementation of Problem Based Learning with Computer Help Based on table 2, it can be seen that the syntax execution has been done well.
The average of implementation both in Lesson Study 1 and Lesson Study 1 is 100% which is included in the criteria very well implemented.
Table 2 results of PBL learning monitoring with computer assistance Learning implementation
Criteria Percent Criteria
100 Very well done Very well done
The Implementation of the Lesson Study Stages
Based on Table 4 it can be seen that all the stages of Lesson Study have been done well. The average of the implementation of the planning phase is 100% which is included in the criteria very well implemented. The average of performing stage do is 100% which is included in the criteria very well implemented. The average implementation phase of the see stage is 100% which falls into the criteria very well implemented.
Table 3 Results of Monitoring the Implementation of Lesson Study Lesson Study Phase Performance Score
Plan (%)
Criteria Do (%) Criteria See (%) Criteria
Very well done 100 100 Very well done 100 Very well done
Figure 1 shows the distribution of final test result data from the lesson study class where the data indicates following the normal distribution, the p-value value of Anderson Darling of 0.624 has the mean of normally distributed data.
Figure 1 Distribution class value of lesson study Table 4 one sample test
Variable N Mean StDev SE Mean 95% CI T P Value test LS 20 87.45 8.97 2.01 (83.25, 91.65) 6.21 0.00
Table 4 shows the comparative test results of the average test results that occurred in the group of students using problem-based learning with the help of computers with the average value of the class in the previous year which has an average value about 75.
From the result of one sample test, the p value of the t test about 0.00 has meant that there is a significant difference between the classes using lesson-based computer-based problem-based learning with the class without the lesson study.
The implementation of PBL syntax has been accomplished with very well implemented criteria. This reveals that learning is as expected. The presence of improved skills to analyze problems with computer help is expected to derive from the strategy used. This result shows that learning by applying PBL based on lesson study can help students to improve and practice problem solving skills.The implementation of PBL syntax has been accomplished with very well implemented criteria. This reveals that learning is as expected. The presence of improved skills to analyze problems with computer help is expected to derive from the strategy used. This result shows that learning by applying PBL based on lesson study can help students to improve and practice metacognitive skills.
D. Conclusion