Definition of Lesson Study

LESSON STUDY A. Definition of Lesson Study According to Hendayana, Lesson Study is a model for developing the teacher profession through collaborative and continuous learning studies based on the principles of collegiality and mutual learning to build a learning community. Lesson study has been developing in Japan since the early 1900s. Through this activity, teachers in Japan study learning through joint planning and observation which aims to motivate their students to actively learn independently. The reason why lesson study in Japan is popular is because lesson study is very helpful for teachers and provides enormous benefits in the form of valuable information to improve their teaching skills. B. Lesson Study Preparation The expectation of an activity that is carried out is "success" according to its objectives. For that, it must be prepared properly. Likewise, the success of lesson study activities is very dependent on the preparations carried out. 1. Preparation of the place In lesson study activities, the place is a fairly important part and is different from other activities. There are several places that can be used in implementing lesson study activities, including: • At school/madrasah • Outside school/madrasah 2. Facilitator Preparation A facilitator is needed to facilitate the activities to be implemented. Among them is that the facilitator can introduce lesson study to participants if the participants have never participated in the activity. The facilitator can also provide input to participants regarding the implementation of the activity based on the facilitator's experience during the activity. 3. Participant Preparation Participants who will participate in the activity are adjusted to the type of lesson study activity being implemented, including: • Lesson study activities based on KKG/MGMP, 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 at the school with different subject backgrounds • Lesson study workshop activities, then the participants are representatives from schools with considerations including because the teachers have never participated in the activity. Participants who take part in the activity are generally divided into three types, namely: • Beginner participants • Intermediate participants • Experienced participants 4. Moderator Preparation The moderator is selected from the participants of the activity and it is expected that in each meeting the participants who become moderators are taken turns. The moderator is tasked with guiding the course of the activity so that the activity takes place according to the expected goals. In lesson study activities, the moderator's task is very important, especially at 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 ongoing discussion. The documented discussion results are very useful to be distributed to other teachers as material for improvement in the implementation of learning that will be carried out. 6. Preparation of Documentation Preparation of documentation in lesson study activities can be categorized into two types, namely: • Camera • Notebook The results of the reflection that have been documented will be needed by various related parties. The parties that require documentation can be divided into three parts, namely: • School • Model teacher • Facilitator • Observer C. Stages of Lesson Study Implementation There are three stages of implementation in lesson study, namely: plan (planning), do (implementation), and see (reflection). 1. Plan stage (planning) Has the aim of designing student learning so that learning that can learn students so that learning is centered on students, students actively participate and think in the learning process, and there is positive interaction between groups. the focus of lesson study activities is student activities in learning, so in designing RPP, the activity of designing student seating models is also an activity that is no less important so that interaction between students in one group and another can be established and even student interaction between groups can also be carried out. 2. Do stage (implementation) This stage is commonly known as open lesson/open class activities. Open lessons are commonly known as opening learning, while open classes are known as opening classes. 3. See stage (reflection) Conducting reflection means carefully contemplating the activities that have been carried out, analyzing problems that occur, and thinking about how to solve them so that subsequent activities are better. D. Open Lesson Study and Reflection Open lesson or commonly known as open class is the stage of implementing the results of the plan that has been designed. Reflection is the stage after the implementation of learning takes place. Intended to improve learning in the next meeting. There are four guidelines that must be obeyed by the moderator, namely: • Introducing yourself; • Reading the rules of procedure; • Starting the reflection discussion by saying thank you to the teacher who conducted the open lesson and asking for applause from the participants; • Inviting the teaching teacher to do self-reflection first; • Inviting observers to submit comments; • Inviting observers to respond to each other's comments; • Delivery of the final reflection by; • The moderator reminds of the follow-up discussion; • The moderator closes the discussion. E. Lesson Study Activity Patterns In general, the implementation of Lesson Study is divided into two patterns, namely based on KKG/MGMP (Teacher Working Group and/or Subject Teacher Deliberation) and LSBS (School-Based Lesson Study). The objectives of the KKG/MGMP and LSBS activity patterns (According to PP RI No. 38 of 1994); • Improving abilities and skills • Discussion forum for teachers • Improving teacher competence a. KKG and MGMP activity patterns Teacher Working Groups • Elementary/Islamic Elementary School teachers at the sub-district level • Differentiated based on class type and subject Subject Teacher Deliberation • MGMP: teachers of the same subject at the SMP/MTS/SMP/Mts/SMPLB/SMA/MA levels and SMK/MAK at the Regency/City level • Differentiated based on subject b. LSBS Activity Pattern Implemented at the school/madrasah level and accommodates all subjects F. Impact of Lesson Study According to Ahmad Fadloli in his writing entitled MGMP Based Lesson Study in Karawang which was presented at the plenary session of the 3rd International Conference for Lesson Study in 2010 at the JICA UPI building, the impact of lesson study activities includes impacts on teachers, schools, and learning.