Basic Concept of Lesson Study

BASIC CONCEPT OF LESSON STUDY A. Definition of Lesson Study According to Hendayana Lesson Study is a model of teacher professional development through collaborative and sustainable learning assessment based on the principles of collegiality and mutual learning to build a learning community. Lesson study has developed in Japan since the early 1900s. Through this activity, teachers in Japan study learning through joint planning and observation which aims to motivate students to actively learn independently. The reason why lesson study in Japan has become popular is that it is very helpful for teachers and they get huge benefits in the form of valuable information to improve their teaching skills. B. Lesson Study Preparation The expectation of an activity that is implemented is "success" in accordance with the objectives. Therefore, it must be prepared properly. Similarly, the success of lesson study activity is highly dependent on the preparation that is carried out. 1. Place preparation In lesson study activities, the place is quite an important part and different from other activities. There are several places that can be used in the implementation of lesson study activities, including: • At school/madrasa • Outside the school/madrasah 2. Facilitator Preparation Facilitators are needed to facilitate the activities to be implemented. Among other things, the facilitator can introduce lesson study to participants if they have never participated in the activity. The facilitator can also provide input to participants on the implementation of activities based on the experience of the facilitator during the activity. 3. Participant Preparation Participants who will take part in the activity are adjusted to the type of lesson study activity implemented, including: • KKG/MGMP-based lesson study activities, then the participants are teachers who are under the guidance of the KKG/MGMP. • School-based lesson study activities (LSBS), then the participants consist of teachers in the school with different subject backgrounds. • For lesson study workshops, the participants are representatives from schools with the consideration that these teachers have never participated in the activity. Participants who take part in activities are generally divided into three types, namely: • Beginner participants • Intermediate participants • Experienced participants 4. Moderator Preparation The moderator is chosen from the participants of the activity and it is expected that in each meeting the participants who become moderators take turns. The moderator is in charge of guiding the course of the activity so that the activity takes place in accordance with the expected objectives. In lesson study activities, the moderator's task is very important especially in the reflection stage. The implementation of reflection is expected to be a place for sharing in solving problems that arise from learning activities that have been completed. 5. Preparation of Minutes The function of the minutes is to record all the results of the discussion. The documented results of the discussion are very useful to be disseminated to other teachers as material for improvement in the implementation of learning that will be carried out. 6. Preparation of Documentation Documentation preparation in lesson study activities can be categorized into two types, namely: • Camera • Notebook The reflection results that have been documented will be needed by various parties related parties. Parties that require documentation can be divided into three parts, namely: • The school • The model teacher • The facilitator • Observer party C. Stages of Lesson Study Implementation There are three stages of implementation in lesson study, namely: plan, do, and see (reflection). 1. Plan stage It aims to design student learning so that learning can learn students so that learning is student-centered, students actively participate and think in the learning process, and there is positive interaction between groups. the focus of lesson study activities is student activity in learning, so in designing lesson plans, the activity of designing student seating models is also an activity that is no less important so that interactions between students with each other in groups can be established and even student interactions between groups can also be carried out. 2. Phase do (implementation) This stage is commonly known as open lesson / open class activities. Open lesson is commonly known as open learning, while open class is known as open class. 3. The see (reflection) stage Reflecting means reflecting carefully on the activities that have been carried out, analyzing the problems that occur, and thinking about how to solve them so that the next activity will be better. D. Open Lesson Study and Reflection Open lesson or commonly known as open class is the implementation stage of the plan that has been designed plan that has been designed. Reflection is the stage after the implementation of learning takes place. It is intended to improve learning in the next meeting. There are four signs that must be adhered to by the moderator, namely: • Introduce yourself; • Read the rules of order; • Start the reflection discussion by saying thank you to the teacher who conducted the open lesson and asking for applause from the participants; • Invite the teaching teacher to do self-reflection first; • Invite observers to submit comments; • Invite observers to respond to each other's comments; • Submission of final reflection by; • The moderator reminds the follow-up discussion; • The moderator closes the discussion.