Trend Topic in School-based Lesson Study for Learning Community in Transformational Program

Authors

Reni Marlina , Hamdani

DOI:

10.29303/jppipa.v9i7.2864

Published:

2023-07-25

Issue:

Vol. 9 No. 7 (2023): July

Keywords:

Collaboration, Learning community, Reflective practitioners, School-based lesson study

Research Articles

Downloads

How to Cite

Marlina, R. ., & Hamdani, H. (2023). Trend Topic in School-based Lesson Study for Learning Community in Transformational Program. Jurnal Penelitian Pendidikan IPA, 9(7), 4956–4962. https://doi.org/10.29303/jppipa.v9i7.2864
Crossref
Scopus
Google Scholar
Europe PMC

Downloads

Download data is not yet available.

Metrics

Metrics Loading ...

Abstract

Implementation of lesson study encourages Reflective Practitioners to get used to collaborating in learning practice. In Indonesia, educational programs have been designed with collaboration in mind, promoting a reflection process within the learning community. This research focuses on trending topics/themes of reflective practitioners in supporting the sustainability of their learning communities. The participants involved in this study were 75 reflective practitioners consisting of school principals (P), school supervisors (SS), and learning committee teachers (T). Through the Facilitating School Program (FSP) Questionnaire, information was obtained that two topics were becoming trends by all reflective practitioners in Learning Community for Reflective Practitioners (LCRP) activities in schools, namely, commitment to improving quality sustainably 85.3% and conducting research collaboratively 841%. Schools must collaborate with teachers and principals to design straightforward school programs so that these two topics can be implemented smoothly

References

Almadi, M. (2020). Effectiveness of Japanese Lesson Study in Building a Collaborative Learning Community in the School As a Modern Strategy for Teacher Professional Development in Saudi Arabia. European Journal of Education Studies, 7(12), 28–34. https://doi.org/10.46827/ejes.v7i12.3391

Cohen, L., Manion, L., & Morrison, K. (2018). Research Methods in Education. Taylor & Francis Group.

Creswell, J. w., & Plano, C. V. (2011). Choosing a mixed methods design. Designing and Conducting Mixed Methods Research.

Ertl, B., Reiserer, M., Mandl, H., Ertl, B., Reiserer, M., & Mandl, H. (2007). Fostering collaborative learning in videoconferencing: The influence of content schemes and collaboration scripts on collaboration outcomes and individual learning outcomes. Education, Communication & Information, 5(2), 147-166. https://doi.org/10.1080/14636310500185927

Harapan, E. (2017). Visi Kepala Sekolah Sebagai Penggerak Mutu Pendidikan. JMKSP (Jurnal Manajemen, Kepemimpinan, Dan Supervisi Pendidikan), 1(2), 133–145. https://doi.org/10.31851/jmksp.v1i2.1014

Hummels, C., & Frens, J. (2009). The reflective transformative design process. Conference on Human Factors in Computing Systems - Proceedings, 2655–2658. https://doi.org/10.1145/1520340.1520376

Kennedy, B. (2021). Towards an organic model of collaborative practice in a post-primary school setting–insights from a teaching and learning group (T&L Club). Irish Educational Studies, 41(4), 631–647. https://doi.org/10.1080/03323315.2021.1899021

Lee, K. H. Y. (2021). Teaching Life Writing through Collaborative Projects. Changing English: Studies in Culture and Education, 28(4), 384–394. https://doi.org/10.1080/1358684X.2021.1899799

Liakopoulou, M. (2012). The role of field experience in the preparation of reflective teachers. Australian Journal of Teacher Education, 37(6), 41–54. https://doi.org/10.14221/ajte.2012v37n6.4

Merdekawati, K. (2020). Lesson study for learning community through collegial collaboration. AIP Conference Proceedings, 2229(April). https://doi.org/10.1063/5.0002783

Mihas, P. (2019). Learn to Use an Exploratory Sequential Mixed Method Design for Instrument Development. SAGE Publications, Limited https://doi.org/10.4135/9781526496454

Nafrin, I. A., & Hudaidah, H. (2021). Perkembangan Pendidikan Indonesia di Masa Pandemi Covid-19. Edukatif : Jurnal Ilmu Pendidikan, 3(2), 456–462. https://doi.org/10.31004/edukatif.v3i2.324

Primandhika, R. B., & Firmansyah, D. (2018). the Quality Improvement in Ict Application for Indonesian Language Learning Through Lesson Study for Learning Community. Journal Of Educational Experts (JEE), 1(1), 59. https://doi.org/10.30740/jee.v1i1p59-68

Saito, E., Watanabe, M., Gillies, R., Someya, I., Nagashima, T., Sato, M., & Murase, M. (2015). School reform for positive behaviour support through collaborative learning: utilising lesson study for a learning community. Cambridge Journal of Education, 45(4), 489–518. https://doi.org/10.1080/0305764X.2014.988684

Setyaningsih, S. (2018). Improving the quality of learning in science through optimization of lesson study for learning community. IOP Conference Series: Materials Science and Engineering, 332(1). https://doi.org/10.1088/1757-899X/332/1/012043

Setyawan, D., Permana, T. I., & Latifa, R. (2019). Lesson study for learning community: A way of collegial participation of teachers and lecturers. Jurnal Bioedukatika, 7(1), 1. https://doi.org/10.26555/bioedukatika.v7i1.11936

ShuÌilleabhaÌin, A. N., & Seery, A. (2013). Lesson Study in a Community of Practice: A Model of In-School Professional Development. 2(1), 22-40.

Singer-Brodowski, M., Beecroft, R., & Parodi, O. (2018). Learning in real-world laboratories: A systematic impulse for discussion. Gaia, 27, 23–27. https://doi.org/10.14512/gaia.27.S1.7

Tiainen, O., Korkeamäki, R., & Dreher, M. J. (2017). Becoming Reflective Practitioners : A Case Study of Three Beginning Pre-service Teachers Becoming Reflective Practitioners : A Case Study of Three. Scandinavian Journal of Educational Research, 62(4), 586–600. https://doi.org/10.1080/00313831.2016.1258673

Tsukui, A., & Saito, E. (2018). Stroll into students’ learning: Acts to unload teachers’ values through the practices of lesson study for learning community in Vietnam. Improving Schools, 21(2), 173–186. https://doi.org/10.1177/1365480217717530

Webb, N. M., Troper, J. D., & Fall, R. (1995). Constructive activity and learning in collaborative small groups. Journal of Educational Psychology, 87(3), 406–423. https://doi.org/10.1037//0022-0663.87.3.406

Wijaya, A., Mustofa, M. S., & Husain, F. (2020). Sosialisasi Program Merdeka Belajar dan Guru Penggerak Bagi Guru SMPN 2 Kabupaten Maros. Jurnal Puruhita, 2(1), 46–50. https://doi.org/10.15294/puruhita.v2i1.42325

Wuisan, P. (2015). Becoming a Reflective Teacher Through Field Experience Program. Prosiding Seminar Nasional Pendidikan Biologi, 294–300. Retrieved from http://biology.umm.ac.id/files/file/294-300%20Pingkan%20Imelda%20Wuisan%20.pdf

Yoon, H. G., & Kim, M. (2014). Collaborative Reflection through Dilemma Cases of Science Practical Work during Practicum Collaborative Reflection through Dilemma Cases of Science Practical Work during Practicum. International Journal of Science Education, 32(3), 283–301. https://doi.org/10.1080/09500690802516538

Zhang, Y., & Moreira, A. (2021). Bring the Social Media to the Classroom of Portuguese as a Foreign Language in China: Possibilities and Challenges. In International Conference on Technology and Innovation in Learning, Teaching and Education, 370-379. https://doi.org/10.1007/978-3-030-73988-1_29.

Author Biographies

Reni Marlina, Department of Biology, Faculty of Mathematics and Natural Sciences, Universitas Negeri Malang

Hamdani, Education of Mathematics and Natural Sciences Department, Universitas Tanjungpura, INDONESIA

Education of Mathematics and Natural Sciences Department, Universitas Tanjungpura, INDONESIA

License

Copyright (c) 2023 Reni Marlina, Hamdani

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Authors who publish with Jurnal Penelitian Pendidikan IPA, agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License (CC-BY License). This license allows authors to use all articles, data sets, graphics, and appendices in data mining applications, search engines, web sites, blogs, and other platforms by providing an appropriate reference. The journal allows the author(s) to hold the copyright without restrictions and will retain publishing rights without restrictions.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in Jurnal Penelitian Pendidikan IPA.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).