Developing Lesson Study through Learning Community in Mathematics, Science and Information Technology Education Faculty of Universitas PGRI Semarang. Development guidance Quality of statistics with the sharing of the thought pair through the Teaching Study for the learning community at FKIP UNIP.
Muhammad Rokyan 2
The implementation of project-based learning in the Database Practicum classroom to improve student motivation and performance in the classroom. The influence of peer tutoring and group discussions on students' physics performance and motivation.
Jalaluddin Akbar 3
Solving problems in terms of AQ student on lecture Mathematics Secondary School Grade III Academic Year. The effect of the discovery learning method through lesson study in terms of problem-solving skills, motivation and social skills.
Muhammad Zainul Majdi 2)
Ni Nyoman Sri Putu Verawati 2) , Syahrial Ayub 3)
Development of economic material based on Android applications on Koperasi lesson section for Senior High School Academic Year 2017- 2018.
Slamet Utomo 3 ,Edris Zamroni 4 , Ika Ari Pratiwi 5
The lesson study approach to increase the teaching quality of students of Islamic Religious Education. Relationship of Explosive Muscle Limb Power with Smash Ability in Volleyball Game at SME Penjaskesrek Hamzanwadi University. The objective to be achieved in this research is to determine whether the relationship of explosive muscle limb strength with smash ability in volleyball game at SME Penjaskesrek University in Hamzanwadi 2017.
Elli Kusumawati 2
Introduction
The Educational Institution of Teacher Training (LPTK) has a key role in improving the process and the quality of educational results. The Indonesian government itself has made various efforts to improve the quality of national education by issuing Law No.
Findings and Disscussion Learning Quality
The learning model is one of the instruments that teachers use to maximize the learning process. The principle of the Lesson Study for Learning Community (LSLC) is openness in learning (responsibility), promoting democracy and excellence to do the best with the facilities available.
Method
The data from the observations and obtained test sheets were analyzed in order to obtain a description of the students' activities in each subject. Data analysis is the analysis of the results of observations and test results that have been obtained, so that researchers can draw conclusions about the detailed description of the improvement of student activity during the lecture.
Finding and Discussion
In the indicator (e), 98% of learning objectives that have been achieved show visible from the assignment given by the lecturer. In the indicator (b) indicates that there are no students who do not follow the learning activities well.
Conclusions and Suggestions Conclusions
The translation of the material into more details is useful to guide the learning steps to be performed as well as to reduce the backlog of. the material part during the execution of the teaching of the material. The third phase of lesson study is see, this phase reflects the learning process that has been implemented.
Conclusions And Suggestions
The quality of the results in the lecture is based on the improvement of the students' knowledge. Based on the results of the discussion, collaborative learning is chosen as an approach in the lecture.
Conclusion and Suggestion
- Define
- Design
- Develop
- Disseminate
Moreover, the use of forest prototype-based contextual teaching materials will also be relevant to the scientific approach (Muhfaroyin, 2013). Design is done to produce contextual teaching materials based on the learning forest prototype before moving on to the development step.
Findings and Discussion
These profiles of contextual learning tools, based on the learning forest prototype, were found correct with average values of 85%, depending on the design needs of contextual learning tools. Contextual teaching materials based on the learning forest prototype can be developed to help students improve the skills of scientific processes, including observation, classification, measurement, communication, interpretation and inference (Gega, 1994; Depdiknas, 2007b; Muhfahroyin, 2016).
Conclusion and Recommendation
One of the approaches that can be used to improve teacher professionalism in teaching is done through school-based lesson study. All if it shows an increase in the quality of teaching through the school-based lesson study.
Findings and Discussion
In other words, the teachers involved in the lesson study activity are not allowed to be superior (feel that they are the smartest) or inferior (feel inferior), but all the participants in lesson study must have an intention to to learn One of the lecturers from the team of Undiksha, Mr I Made Citra Wibawa, acted as moderator and opened the reflection programme.
Conclusions and Suggestions
The model teacher was very willing and energetic in managing the classroom learning. From the series of Learning Studies conducted, we found the knowledge to make improvements in the implementation of the learning.
Finding and Discuccion
At the end of the presentation, we will explain the follow-up team related to our finding. To overcome the limitations of time, teachers must understand the essence of the material to be taught.
Conclusions
When children do not know the goal of the lesson, it will have an impact on their interest and motivation in the following study. Meaning that students will have to figure out what animals would be the basis for pokemon they want to create.
In conclusion, it can be said that collaborative learning based on a flipped classroom in the context of lesson study can develop students' learning characteristics. One of the main objectives of lesson study is to gain a better understanding of how students learn and how teachers teach.
Findings and Discussion Implementation in First Cycle
At the end of the lecture, the lecturer asked for a short report on the results of the discussions held by individual groups. Based on the observations, there are still some shortcomings in the implementation of the curriculum as follows.
Conclusions and Suggestions Conclusion
Further descriptive explanation of the implementation of each stage of activity in the lesson study is all in. In the activity plan, the lecturers of the model convey the result of RPP preparation.
Conclusion
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 input in the form of ongoing discussions is focused on student activities that analyze the learning tools of the 2013 curriculum.
Methode
The result of the research shows the process of analyzing the student's learning equipment in the 2013 syllabus through 6 phases, that is; 1). From the students' work, the pattern is improving, although there are still some students who have not experienced significant progress in preparing the learning tools according to the 2013 curriculum.
Conclusions
The purpose of this study is as follows: (1) To develop teaching tools on the material Trigonometry of the value of the specific angle in the form of domino trigonometry; (2) To recognize the effectiveness of the use of domino trigonometric teaching tools in improving students' learning motivation; (3) To recognize the effectiveness of the use of domino trigonometric teaching media in increasing the effectiveness of learning; (4) To recognize the effectiveness of domino trigonometric learning media in improving student learning outcomes. While inferential statistical analysis is used to obtain answers regarding student learning outcomes using domino trigonometric instructional media and student learning outcomes using conventional methods.
Findings And Discussion Result
- Normality Test
- Homogeneity Test
It can be concluded that the use of domino trigonometry in the learning of trigonometric material is better than conventional learning. Based on the results of the calculation in the obtained research obtained that the results of learning mathematics students who are taught with learning using domino trigonometric media higher than the results of learning mathematics students who were taught by conventional methods.
The instruction we ask should focus on what the students need to do rather than what the teacher needs to do, B (behavior) – the verb that describes new skills that should be possessed by the learner after going through the learning process and can be measured , C (conditions) – the state of the students' performance is measuring, and D there are the criteria of the students' problem in obtaining the foreign language. Prepare the learning environment so that it supports the use of technology, media and material in the learning process.
Research Method
There is evaluation and revision to see how well the technology, media and materials we choose/use can achieve the goals we previously set.
Research Findings and Discussion
Aan: Okay, for use, RimpuTembe is not everyday, not everyday, and its only is special, special. Jaya: Oh. Jaya: Because he will not be disappointed with the society, the society in Lombok and then putrimandalike (memutuskangitu).
Discussion
That's all the king in Lombok wants to marry a queen like putrimandale. Jaya:Baunyale is culture every year, every year in the country in kuta beach, kuta beach as in a beach yes kuta, this is the story about baunyale in Lombok there are queens, there are queens and there are kings,.
Conclusion
- Cycle I (One)
However, the absence of a syllabus in the teaching-learning process may result in students not achieving the learning objectives developed by the institution. The teachers can also choose irrelevant course materials to teach. 2012. The effect of teaching critical reading strategies on EFL learners' vocabulary retention. The Journal of Teaching Language Skills (JTLS).
What is the dominant teaching perspective of the pre-service mathematics teacher at Muhammadiyah Gresik University. To describe the dominant teaching perspective of a pre-service mathematics teacher at Muhammadiyah University Gresik.
Findings and Discussion Findings
While the results of the t-test show that the value of sig = 0.037 <0.05, so it can be concluded that there are differences in teaching perspectives between the groups of pre-service teachers who know and are involved in the study of teaching and who are not they know. This difference is due to differences in the pre-service teachers' experience in lecturing.
Conclusions And Suggestions Conclusions
In the realization of the LS, the educator in collaboration 1) studies the curriculum, formulates learning objectives and the objectives of developing students' life skills, 2) designs the lesson to achieve the goal, 3) develops and observes a research lesson 4.) Reflecting to discuss the study being studied and to refine it and plan the next lesson. Teaching study (LS) is a form of instruction for the profession of educator with the aim of improving the competence of educators based on the principle of cooperation, sustainable and building the learning community (learning community).
Research Methode
Such activities take place in a monotonous manner, without any significant change in the learning process due to the lack of reflective activities in learning. The existence of problems arising due to low learning innovations carried out by lecturers led to the need for research to improve the quality of learning carried out by FKIP UM Mataram lecturers.
Research Result
Based on the results of the assessment that was carried out, the amount of increase in the implementation of activities that occurs by comparing the start and end cycles was then calculated. Results of students' responses to the implementation of teachers' learning process as shown in the following table.
Suggestions / Recommendations
The purpose of this research is to investigate the types and techniques of formative assessment used by beginning teachers in their learning process at school, which was done through a lesson study. But in the implementation of the lesson study in this study, the phases used by the beginning teachers were plan (planning), do and see (reflection).
Research Methods
Lesson Study has several advantages, including: (1) improving the quality of the lesson plan, including all its components, such as teaching materials, teaching methods, assessment, etc., (2) increasing the teacher's motivation to become more developed, (3 ) Strengthening the relationship between the implementation of daily learning with the goals of long-term learning, (4) Strengthening the relationship between collegialities between teachers and other observers, (5) Increasing teachers' knowledge of how to observe students' activities and (6) Increasing teachers' knowledge of teaching - and learning materials (Rusman, 2010). Furthermore, it is stated by Dusley (2011) that there are several reasons for using Lesson Study, such as helping teachers to: (1) see the learning process happening to students more deeply than usual, (2) seeing the gap between what is expected to happen , when students learn and what actually happens, and (3) knowing how to plan lessons more appropriate to students' needs.
Result and Discussion
Applying computer-based problem-based learning strategy effectively through Learning Study can improve problem-solving skills. Applying computer-aided problem-based learning strategy effectively done through Learning Study can improve problem-solving ability.
