QUALITY AND QUANTITY OF PREPARING STUDENTS DIGNIFIED LESSON STUDY APPROACH
4. Results and discussion 1 What is the Lesson Study
Lesson Study is an activity that can encourage the formation of a community of learning (learning society) are consistently and systematically carry out repairs themselves, both on individual and managerial level. Slamet Mulyana (2007) gives the formulation of Lesson Study as one of the coaching model educator profession through collaborative learning assessment and sustainable-psrinsip based on the principle of collegiality and mutual learning to build a learning community
4.1.1 The Stages Lesson Study
With regard to the stages in this Lesson Study, found some opinions. According to Wikipedia (2007) that Lesson Study is conducted through four stages by using the concept of Plan-Do-Check-Act (PDCA). Meanwhile, Slamet Mulyana (2007) presents three stages in the Lesson Study, namely:
(1) Planning (Plan); (2) Implementation (Do) and (3) Reflection (See). While Bill Cerbin and Bryan Kopp of the University of Wisconsin explores six stages in the Lesson Study, namely: 1. Form a Team: forming a team of as many as 3-6 people comprising the teacher concerned and the other parties that are competent and have the interests of the Lesson Study.
2. Develop Student Learning Goals: what memdiskusikan team members to be covered to students as a result of Lesson Study. 3. Plan the Research Lesson: teachers design learning in order to achieve the learning objectives and anticipate how students will respond.
4. Gather Evidence of Student Learning: one of the teachers implement instructional team, while others make observations, collect evidence of student learning. 5. Analyze Evidence of Learning:
team discuss the results and assess progress in achieving the goal of student learning. 6. Repeat the Process: group learning revise, repeat the stages ranging from stage 2 to stage-5 as described above, and the team did over the sharing of existing findings. 1) How Lesson Study Implementation for the next generation of qualified and quantity In the implementation of the necessary planning,
implementation and reflection that there will be follow-up are as follows:
1. Stages Planning (Plan)
In the planning phase, the teachers who are members of the Lesson Study collaborate to develop a lesson plan that reflects the student- centered learning. Planning starts with analyzing activity needs and problems faced in learning, such as about: basic competence, how giving lesson students, anticipate a shortage of facilities and learning tools, and so on, so as to know a variety of real conditions that will be used for the sake of learning. Furthermore, jointly also look for solutions to solve all the problems found.
Conclusions from the analysis of the needs and problems into parts that must be considered in the preparation of RPP, RPP into a plan that really is very mature, in which able to anticipate all possibilities that will occur during the execution of the learning takes place, either at the initial stage, the core stage until with the final stage of learning.
2. Stages of Implementation (Do)
In the second stage, there are two main activities, namely: (1) the implementation of learning activities carried out by one of the teachers agreed or at the request of his own to practice RPP have been compiled together, and (2) the observation or observation activities conducted by members or Lesson Study other community (read:
teacher, principal, or superintendent of schools, or other regulations that act as an observer / observer).
Some of the things that must be considered in the implementation phases, including: 1. Teacher implementing the learning in accordance with the RPP which have been compiled together.
2. Students can be pursued through the process of learning in a reasonable and natural setting, not in a state under pressure due to the Lesson Study program.
3. During the learning activities take place, observers are not allowed to disrupt the learning activities and distract teachers and students. 4.
Observers do a thorough observation of the interaction of students, student-teaching materials, student-teacher, student-other environments, using observation instruments that have been prepared beforehand and arranged together. 5. Observers should be able to learn from the learning that takes place and not to evaluate teachers.
6. Observers can make the recording via video camera or digital photo documentation and materials for the purposes of further analysis and recording activities do not disrupt the learning process.
7. Observers taking notes about the students 'behavior during the learning takes place, for example on the comment or discussion of students and sought may include the name of the student, the students' understanding of the construction process through the learning activities of students. Note was
made based on the guidelines and sequence of student learning experiences listed in the RPP.
3. Stages of Reflection (Check). The third stage is a very important stage for further efforts to improve the learning process will depend on the sharpness of the analysis of the participants based on observations of teaching practices that have been implemented. Reflection activities carried out in the form of a discussion that followed throughout the Lesson Study participants were guided by the principal or other designated participants.
Discussion starts from the delivery of the impressions of teachers who have been practicing learning, by submitting comments or general impression or a special impression on the learning process is done, for example, about the difficulties and problems perceived in the run RPP which has been drawn up.
Furthermore, all observers submit comments or suggestions wisely to the learning process that has been implemented (not against the teacher concerned). In delivering advice-saranya, observers must be supported by evidence obtained from observations, not based on his opinion. Various discussions that developed in the discussion can be feedback to all participants for the benefit of the repair or improvement of the learning process.
Therefore, all participants should also have records of conversations that took place in the discussion.
4. Stages Follow Up (Act)
From the result of reflection can be obtained by a number of new knowledge or important decisions for the improvement and enhancement of the learning process, both at the level of indiividual, and menajerial. At the individual level, the findings and delivered valuable input during the discussion in the stage of reflection (check) would be beneficial for teachers, both of which act as a teacher and observer to develop a learning process for the better. At the managerial level, with the direct involvement of school principals as Lesson Study participants, of course, the principal will acquire a number of valuable input for the benefit of the development of management education in the school as a whole. If during the principals much preoccupied with things outside education, with direct involvement in the Lesson Study, then he would be able to understand what is actually experienced by teachers and students in the learning process, so expect more and more principals can focus again to manifest itself as a leader in school education.
5. Conclusion
Based on the above it can be concluded as follows:
1) In the conclusion of the lesson study can be summarized as follows:
a) Lesson Study is a model of professional development of educators through collaborative
learning assessment and sustainable based on the principle of collegiality and mutual learning to build a learning community.
b) The purpose of Lesson Study are: (1) gain a better understanding of how students learn and teachers teach; (2) to obtain certain results that are beneficial to other teachers in implementing the learning; (3) systematically enhance learning through collaborative inquiry. (4) establish a pedagogical knowledge, where a teacher can gain knowledge from other teachers.
c) The characteristics of the Lesson Study namely the: (1) a common goal for the long term;
(2) subject matter that is important; (3) a careful study of the students; and (4) direct observation of learning.
d) Lesson study provides many benefits for teachers, among others: (1) teachers can document the progress of its work, (2) the teacher can obtain feedback from members / community, and (3) the teacher can publish and disseminate the final results of the Lesson Study
e) Implementation of Lesson Study can be done in two types: (1) school-based Lesson Study;
and (2) MGMP-based Lesson Study. 2) Implementation of Lesson Study for the next generation of qualified and quantity. 1. Lesson Study carried out by stages is critical, including: (a) the stages of planning (plan); (B) the implementation of the (do); (C) the reflection (check); and (d) follow-up (act).
2. Education has a close relationship with pembangunan.Pendidikan role is to prepare human resources for development pembangunan.Karena follow the ever-changing demands of the times, then education must also be offset. As a result, the problems faced by the world education became more widespread. This is because education is a human target that is the actors in development activities as well as education efforts that have a future orientation and must be reached by human thought. The problems that arise, among others, such as the quality and quantity of education, problems of efficiency and effectiveness of
education, the issue of the relevance of education, teachers and education personnel issues
BIBLIOGRAPHY:
[1] Bill Cerbin & Bryan Kopp. A Brief Introduction to College Lesson Study. Lesson Study Project. online: http ://www.uwlax.edu/sotl/lsp/index2.htm
[2] Catherine Lewis (2004) Does Lesson Study Have a Future in the United States?. Online:
sowi-online.de/journal/2004- 1/lesson_lewis.htm
[3] Depdiknas.“Rencana Strategis Departemen Pendidikan Nasional Tahun 2005- 2009”.
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ktsp.diknas.co.id/ktsp sd/ppt3.
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[6] Mulyasa. 2002. Kurikulum Berbasis Kompetensi : Konsep, Karakteristik, dan Implementasi. Bandung:PT Remaja Rosdakarya.
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[8] Sarwoto. 1998. Dasar-dasar Organisasi dan Manajemen. Jakarta: Ghalia Indonesia.
[9] Slamet Mulyana. 2007. Lesson Study (Makalah). Kuningan: LPMP-Jawa Barat [10] Wikipedia. 2007. Lesson Study.
en.wikipedia.org/wiki/Lesson_study