final report group 4 ls 2014 ok

8/10/2019 Final Report Group 4 Ls 2014 Ok

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FOREWORD AND ACKNOWLEDGEMENT

To God is the glory for His wonderful blessings and for giving us knowledge

and wisdom for us to be able to accomplish this final report of the course Developing

Lesson Study in Mathematics Education for Secondary School Teachers. We wish that

this report be beneficial to all teachers and personnel who have commitment to improve

the quality of Mathematics Education in Southeast Asia.

This final report was materialized on the principle that Mathematics skills through

Lesson Study can be further developed, honed, and fixed through a variety of interesting,

meaningful and challenging activities.

The lessons and exercises found in this final report are continuation or extension of

the students learning during their regular Mathematics classes. The exercises were

carefully prepared by each member to suit every students learning skills and abilities.

The members of the group worked together to make every activities of the lessons

full of fun and to make every student feel the enjoyment of doing the activities while

enhancing in them an increased interest and a positive attitude towards Mathematics.

We would like to thank first the Government of Indonesia for the generosity of giving fund

for the course, Developing Lesson Study in Mathematics Education for Secondary School. To

the facilitators, who selflessly shared their knowledge and ideas about Lesson Study and to the

Committee who were there all the way to make all things easy, simple and smooth sailing for us, a

heart-warming Thank You! It is such a wonderful experience for each one of us!


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This final report may not be perfect due to our limitations and weaknesses.

Therefore, we invite everyone who reads to give some comments and suggestions for the

betterment and improvement of this report.

Here the member of group 4 :

1. Mr. Saiful Ghozi, M.Pd from SMP Nasioanl KPS Balik papan, East Kalimantan2. Mr. Muhammad Atik Afwanudin, S.Pd SMPN 2 Salem, Central Java3. Mrs. Purwati, S.Pd, MM.Pd from SMPN 6 Purworejo, Central Java4. Mrs. Ririn Aprianita, S.Pd.Si from SMPN 1 Wonosari Gunung Kidul, DIY5. Mr. Buoy Sorphea, MA of E.S. from Beung Trobeck High School, Cambodia.


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TABLE OF CONTENT

CHAPTER 1. INTRODUCTION ......................................................................................... 5

A. Rationale and Background ............................................................................................ 5

B. The Goal of Our Lesson Study ...................................................................................... 8

C. Preparation of Lesson Implementation ......................................................................... 9

CHAPTER II. IMPLEMENTATION AND DISCUSSION ............................................... 12

Topic1: Opening...............................................................................................................12

Topic 2:Main Activity........................................................................................................ 3

Topic 3: The Closing ......................................................................................................... 5

Topic 4: Student Coment after activities...........................................................................17

CHAPTER III. GROUP REFLECTIONS AND DISCUSSIONS ...................................... 20

A. Reflections...................................................................................................................20

B. Discussions .................................................................................................................. 23

CHAPTER IV. CONCLUSIONS AND RECOMMENDATIONS .................................... 25

APPENDICES ...........................................................! .

Lesson Plans and Work........................................................................................................

GROUP MEMBER'S PERSONAL PROFILE.......................................................................


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CHAPTER 1

INTRODUCTION

A.Rationale and Background

Lesson Study engages teachers in creative and collaborative work in developing

and researching a lesson through a design-tryout-reflect-revise cycle until it reaches a

form to which they believe would be exemplary to them and to other teachers. It assumes

that by investigating the teaching and learning process in the context of designing and

implementing a lesson, it could provide teachers with experiences that has the potential to

deepen their context knowledge and their knowledge about how students learn concepts

and skills, develop teachers skills in designing and facilitating lessons, and most

importantly develop the skills, habit and confidence in investigating their own lessons.

Studies show that the way to go to implementing effective and sustainable

educational reform will be through an inquiry-type professional development program

and while the teachers are in action. One of these professional development models that

has proven effective in Japan and is now being implemented and widely used in many

countries is Lesson Study. It is also one of the identified factors for Japans high

achievement in Third International Mathematics and Science Study (TIMSS).

Lesson study is a professional development process that Japanese teachers engaged

in to systematically examine their practice. The core activity in lesson study is for teachers

to collaboratively work on a small number of Study Lessons. These lessons are called

study lessons because they are used to examine the teachers practice.


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Fernandez and Yoshida (2004:7) state, Lesson Study is a direct translation for the

Japanese termjugyokenkyuwhich is composed of two words:jugyowich means lesson, and

kenkyu, which means study or research. Lewis (2002: 1) defines, Lesson Study is a cycle in

which teachers work together to consider their long-term goals for students, bring those

goals to life in actual Research lessons and collaboratively observe, discuss, and refine

the lessons.

Besides, Lewis (2002: 1-2) describes, Lesson Study is a simple idea. If you want to

improve instruction, what could be more obvious than collaborating with fellow teachers

to plan, observe, and reflect on lessons? While it may be a simple idea, lesson study is a

complex process, supported by collaborative goal-setting, careful data collection on

student learning, and protocols that enable productive discussion of difficult issues.

Lesson Study is a collaborative activity that involves a small team of teachers

gaining a deeper understanding of how students learn. Teachers routinely share

resources and ideas as they plan, design, teach, evaluate and refine lessons for a unit

of work. Reports generated from the lesson study experience can be shared with

other teachers interested in implementing a similar professional learning process.

Lesson Study is a professional development process that a small group of

teachers systematically examine their interaction in order to improve the effectiveness of

the experiences that the teachers provide to their students. The team of teachers

identifies a common goal (e.g. equitable student participation; establishing a supportive

learning environment that respects student differences; maximizing student

engagement) within or across a curriculum area or stage of learning. One teacher in the

team teaches a lesson. The other teachers observe the lesson either in the classroom or


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from a video of the lesson, focusing on agreed aspects of the teaching and student

learning. The lesson study team then meets to reflect on the lesson observations and to

review, revise and reframe the lesson prior to the lesson being re-taught by another

teacher. The lesson study team engages in cycles of planning, observing, reflecting,

reviewing and re-teaching, each time focusing on a pedagogical and content focus.

Lesson study teams can elect to invite an external colleague (consultant, academic

partner, critical friend) to participate in any of the stages of the lesson study cycle.

In Japan and other countries, Lesson Study has been chosen and implemented

because of the lesson study can improve the quality of teaching and learning process as

well as lesson in classroom. This is understandable because (1) lesson study is an effective

way to improve teaching and learning process trough Development of a shared

professional knowledge among lesson study group members that based on real teaching

practice, (2) the basic idea of lesson is every student achieve his or her highest quality

learning, (3) the objective of a lesson become a main focus of a classroom instruction, (4)

based on the real experience in classroom, lesson study can be able to become Foundation

of instructional Development, and (5) lesson study makes teachers role as instructional

researchers.

The cycle of instructional Development of lesson study has three basic components,

such as Plan, Do, and See. Plan is related to the activity of planning and goal-setting.

Teaching, observing, and revising the research lesson are covered in docomponent of the

cycle. Seestep consists of observing, discussing, and reflecting the Research lesson.

There are six basic steps as a guide in implementing lesson study. The steps are (1)

Form a lesson study group, (2) Focus the lesson study, (3) Plan the Research lesson, (4)


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Teach and observe Research lesson, (5) Discuss and analyze the Research lesson, and (6)

Reflect on Your Lesson Study and Plan the next step.

In the course DevelopingLessonStudy in Mathematics Education for Secondary

School Teachers, we have learned many things about lesson study. The following

questions are posted: What is lesson study? How is lesson study implemented? This

report covers the result of our Lesson Study implementation with SMP Negeri 8

Yogyakartastudents on Friday, 22 August 2014, at 07.15 until 08.35

B.The Goal of Lesson Study

Before the Lesson Study implemention, we have to make our own goals as our

baseline on how to make our own lessons effective and successful.Teamwork and

cooperation are important factors in reaching our target goal.

The following are our goals in the implementation of Lesson study.

1. Improve teaching and learning process through shared professional knowledge

among group members that based on real teaching practice.

2. Empowering the learners to learn most after engaging them to some tasks or

activities that they view as significant to them and that presents a real problem for

them with enjoyment and full of fun to make them feel the enjoyment of doing the

activities while enhancing in them an increased interest and a positive attitude

towards Mathematics.

3. Facilitate a problem solving lessons that would engage students to represent ideas

mathematically, solve problems in different ways and reason out without being

shown a solution first.


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C.Preparation for Lesson Implementation

Our group consists of five teachers as follow:

1. Mr. Saiful Ghozi, M.Pd from SMP Nasioanl KPS Balik papan, East Kalimantan2. Mr. Muhammad Atik Afwanudin, S.Pd SMPN 2 Salem, Central Java3. Mrs. Purwati, S.Pd, MM.Pd from SMPN 6 Purworejo, Central Java4. Mrs. Ririn Aprianita, S.Pd.Si from SMPN 1 Wonosari Gunung Kidul, DIY5. Mr. Buoy Sorphea, MA of E.S. from Beung Trobeck High School, Cambodia.

After careful and mutual discussion among the group member, we reached our agreement

on the topics and model teacher for school implementation. Mr Saiful Ghozi was agreed to

be model teachers. The topic for our school implementation is Congruence of Triangles for

Grade IX

Designing the Lesson Plan

Before the school implementation on Friday 21 August 2014, we conducted peer teaching

on Thursday, 21 August 2014 at Conference Room. We presented our teaching scenarios

and followed up by reflections.

Pictures of our activities during the plan session are provided below.

Figure 1. Group discussion focus on Lesson activities


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Feedback :

Overall the teacher and learning processes run well in which most students were

actively engaged. Students enthusiastically involved in group discussion and

learning. Almost none of students off task nor confuse. The problem given by

teacher is challenging; lead students to think seriously and learn math

meaningfully.

Suggestion : Teacher should allow students to conclude the lesson.

After observing Mr. Sorphea we find that we have some negative points during peer

teaching activities we should improve as the following :

1. Set the time properly for teaching.

2. To push the students to solve the problem.

3. To make the conclusion better.

4. Make available reflection in order to pave the way for the real activities next time.

Based on the reflection we revised our lesson plan and activities. The picture of

reflection activitie is bellow ;

Figure 3. Reflection Session


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CHAPTER II

IMPLEMENTATION

The Lesson implementation was conducted at SMP Negeri 8 Yogyakarta on

Fiday, 21 August 2014. The lesson start at 07.30 a.m until 08.40 a.m.The group members

and facilitator served as observers during the Lesson implemention. After lesson

implementation, we conducted reflections. The description of lesson implementation and

reflection are provided below;

The Opening

Teacher entered the classroom and started the lesson by introducing himself and our

team. And teacher checked students attendance

Teacher informed the topics of todays lesson and learning objective

Teacher showed a picture at the slide about real problem that related to triangle

congruence and gave motivation to the students that the material of triangle

congruence is very important in our daily life. The picture is bellow;

Figure 4. Slide of actual problem related the topic.


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Main Activities

Teacher divided students into 6 group, each group consist of 4 6 students.

Teacher gave the name to each group with the name mathematiciants ( Al

Khawarizmi, Phytagoras, Rene Descartes, Pascal, Euclid, Einstein) and gave number

label to all of students.

Teacher distributed a set of triangle models to each groups, which contains of ten

triangle models with different size.

Students discussed in their group to find out the pairs of congruent triangle among

these ten models.

The groups who has finished can present their discussion result, and responded by

the other groups. Teacher provided guidance and facilitate for class discussion.

Here the picture of facilitating group in their discussions.

Figure 5. Teacher fasilitates group discussion.

First presentation came from Al Khawarizmi group. They said that there are three

pairs of congruent triangle, based on the equality of each angle.


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After that, Pythagoras group presented their discussion result. They had the same

result, but their reason is beside its three angles are same, the congruent triangle

must have same length of its three sides.The picture of presentation is bellow;

Figure 6. Presentation of group Phythagoras.

Teacher gave example to prove that if the triangles have the same angles, it cant be

concluded that those triangles are congruent.

Teacher stated the first property of triangle congruence is Side Side Side property

(S S S).

Teacher guided the students to find out the other properties by asking questions and

demonstrating two models of triangle which are not congruent.

By the guidance of teacher, students found out the other properties namely Side

Angle Side (S A S). This conclusion is delivered by student number 13. Bellow

the picture :


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Figure 7. Student 13 delivered the conclusion of S-A-S property.

By the guidance of teacher, students found out the other properties namely Angle

Side Angle (A S A). This conclusion is delivered by student number 30.

The Closing

Teacher facilitates students to make conclution about what already discussed was.

Discussions was resulting 3 properties if triangle concruence : (S S S) ,

( S A S) , ( A S A).

Figure 8. Teacher guides students to make conclusion.


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Figure 10. Take photo after learning activity.

Student comment after activity

In the end of acitivities student write down their comment into pieces of paper that

prepared by teacher. Bellow the picture of papers ;

Figure 11. Students comments written down into pieces of paper.

Here all student coments had been written into pieces of paper :

1.Little bit confused but finally understand. But I have new things to learn about congruency.


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2.Untuk pembelajaran ini, saya rasa cukup menyenangkan karena selain diberikan cara untuk

menentukan bahwa 2 bangun sama panjang. Kami juga diajak aktif dalam kelompok.

3.Hmm..lumayan.

4.Saya merasa mengerti matematika, setelah mendapatkan pelajaran ini.

5.Sebaiknya ditambahkan cara menghitungnya. Saya senang.

6.Cara belajarnya beda dengan sekolah. Asik kok. Thank you.

7.

Sebaiknya, slide dibuat lebih menarik. Tapi secara keseluruhan udah menarik. Dan sebaiknya

dalam tim.

8.Please learn english anymore. Make a joke for a time.

9.Cara pembelajaran yang menarik dan variatif. THANKS.

10.Cara mengajarnya menyenangkan. Pelajarannya jadi tidak membosankan, dibanyakin joke-

nya biar tambah mood.

11.I have a lesson that different way to explain and to teach. It feel more easy to learn.

12.Bagus, menarik, seru.

13.Pelajarannya mengasyikkan dan membuat tidak bosan.

14.Pembawaannya tidak membosankan dan cara belajarnya yang menyenangkan.

15.Im feeling excited.

16.Im feeling sucks.

17.

The lesson is good. Siswa dapat memahaminya. Gurunya interaktif. Cara belajar tidak

terlalu buat pusing.

18.Interesting. Fun.

19.Interesting.

20.I feel satisfied with this learn.

21.

I like this properties because this is very fun. Thank.


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22.Im excited.

23.Saya senang karena mendapat materi baru tentang kesamaan bangun segitiga.

24.Impressions: Interesting, Fun, Unique, Fresh

25.Interesting! Thank you very much. Today I learn about congruent. Dan aku mendapat

tambahan ilmu yang sebelumnya belum ku ketahui. Merci beucop!

26.I dont know semua. Because I dont understand what are you saying about. Tapi

interesting.

27.I feel interesting. Thank you very much for the lesson today.

28.Thank you very much. Interesting. I dont know anything.

29.Hmm..lumayan.


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CHAPTER III

GROUP REFLECTIONS AND DISCUSSIONS

A.

REFLECTION

Here the reflections had been recorded from each member of group in reflection

session.

1. Mrs. Ririn Aprianita.

Basicly the lesson was running well. Mr Ghozi has done his good job.

At the beginning:

- Teacher attracts students by showing a picture. It makes students pay

attention on the materials.

- Teacher stated learning objectives, so students know what is the purpose of

todays lesson.

-

Teacher divides students into groups, but the members of each group

- No clear instruction before students activity. Teacher gives instruction

when the students are starting their work. So some students dont

understand about their tasks.

Main activity:

-

All students are active in their classroom.

- Teacher lets students make their conclusion by their own sentences.

- It takes too much time in presenting activity 1, so problem 2 and 3 wasnt

explored well because of time limitation.

Here the picture being reflection by Mrs. Ririn:


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Figure 12. Reflection tatements from Mr. Atik.

2. Mr Sorphea

The sugestions are :

- Should divide students into group earlier

- Give cleaner instuction

-

Tell students to wear their badge altogether

- Should give some more comprehension

- Students can help and share their opinion

- Students enjoy in learning on working

- Teacher encourage students to show their abilities

-

Make good Conclusion

3. Mr. Muhammad Atik Afwanudin

Introduction

- Teacher roll a student and ask them, who is not come in the class today

- Students give attention to the teacher when He was given a problem


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Main activity

- Students still have not confidence to say what they want, but the techer

given motivation to all student

- Most all of student is very interest about the subjejct matter, because the

teacher use an actractif learning.

- Some student in a group have not give attention when the other group

presenting their discussion result

-

There is two student put the number label on their head

Clossing

- Students are not given an individual task to be done

- Maybe the teacher forgot given a problem to be done as home work

4. Mrs Purwati

- Basicly the lesson study procces was runing well

- The students are very actif in the lesson, they are glad to learn obot the

proprties of triangle congruency

- Theacher in lesson study has already done step by step

5. Mr. Saiful Ghozi

- All steps were already done as group 5 planned, but there are still loss many

detail activities. Such as : check attendance list of students, give whorksheet

paper that had been prepared before, give student homework, etc.

- But for all activites teacher feels satisfied with the learning activities in

classroom.


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Figure 13. Mr. Saiful Ghozi gave reflection.

B. DISCUSSIONS

Lesson Study A noteworthy journey for learning

Lesson study represents a willingness of teaching learning to improve the quality

of our teaching and learning process, by accepting opinion/arguments by the other. With

implementing lesson study, we know what our weakness of our teaching. It is very

meaningful for us as an instrument of changing toward A professional teacher.

The actual implementation of the lesson study was a great challenge for our group.

We set our own goal to be achieved and carefully planned and collaborate every detail of

our own insights and ideas for the Do Process to be undertaken successfully for the

advantage or benefit of the learners to make them feel the enjoyment of doing the all

activities while enhancing in them an increased interest and a positive attitude towards

Mathematics.

At first, the group are pressured and dont know where to begin with but on the

process, after dividing the topics among ourselves, we begin to work out carefully every


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lesson and plan out activities suited for the topic to make it meaningful and full of

substance.

The group started to see the importance of collaboration, teamwork, cooperation,

concern and moral support. We were there with each other in making a lesson plan,

teaching materials, power point, and students worksheet and until the Do process was

over. We exchanged ideas and we believe those are the things that made us all achieved

the goal we planned for.

Lesson Study A moment for celebration

In general, every group member was able to carry out the lesson successfully. The

time allotment was properly observed and all the activities given were very interesting

and made the students respond positively. The teaching materials used were effectively

used and help in easy learning process and the three basic component cycle of

instructional development of lesson study such as Plan, Do, and See was well

implemented.

Lesson Study A way forward

In general, every group member agrees that lesson study is a promising approach

for teacher continuous development. Despite the obstacles that may arise in our own

school cultures, we agreed that Lesson Study should be cultivate as part of our culture in

teaching and learning processes.


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CHAPTER IV

CONCLUSIONS AND RECOMMENDATIONS

After implementing all steps in the Lesson Study processes, we come up to the following

conclusions and recommendations:

1. Lesson Study engages us teachers in creative and collaborative problem

solving activity in designing a lesson that teachers mathematics through problem solving.

This method is based on learners construction of their own knowledge; learners learn

most when they are engage in tasks that they view as significant to them and that presents

a real problem to them; and learning is a social activity whatever the objective or the goal

of the learning is.

2. As a result of all the activities undertaken, the most important achievement

of the group or learned out of it is that the change in our perception about the role of

Problem Solving in Mathematics. During the planning stage and meetings conducted by

the group, expressed apprehensions that they may not be able to done it successfully and

that work problem or problem solving is the most difficult type of skill and they

thought there is no way a student can solve it by themselves without being shown sample

problems and solutions first but they thought wrong and the topics assigned to each one

of them challenged their own assumptions. Their impressions were all positive and

realized that a carefully planned lesson will be implemented successfully and produced

students who can solve problems by themselves with proper guidance from the teacher.

They learned that problem solving can also be a means for learning Mathematics rather

than simply a reason for learning it; and, that students are more capable in solving

problem on their own than they previously thought.


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3. Admittedly, we find Lesson Study at first another burden to us but as the activity

progresses, we eventually appreciated it. We learned a lot from each other and the post

conference or reflections with discussions of observations and giving remarks and

suggestions became a venue for us to deepen our understanding of Mathematics and how

students understand it and affect the quality of their thinking. Goal-setting, the first step

in the lesson study process was done successfully. The teachers among our group agreed

that our goal which is to make students value mathematics by developing their thinking

skills was somewhat achieved.

4. Since most students paid attention in every learning activity wherein teacher givesa

lot of effort from the planning stage to application itself, it is suggested that lesson study

activities to be carried should be well-planned and carefully prepared for every learners

benefit and improvement. The teacher as much as possible should prepare and use

appropriate teaching aids and ICT to make students activity more fun and exciting and

for easier understading of the lesson.The teacher should just always create joyful and

comfortable atmophere during class activities to motivate every to students pay attention

and actively participate and to make them feel the enjoyment of doing the activities while

enhancing in them an increased interest and a positive attitude towards Mathematics.


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LESSON PLAN

Theme :

To determine the congruent triangles and show the reason.

Tittle of the Lesson :What triangles are congruent?

Objectives of the Lesson :

Students are able to follow and solve the problems about congruent triangles

accurately.

Time allowance : 80 minutes

Plan of todays lesson :Learning Activity Teacher facilitation

Introduction:

- Teacher gives a problem and shows pictures :

Suppose in some yacht race, we must certify

that all of the sails are in the same sizes.

Without unrigging the triangular sails from

their masts, how can we ensure that they are

in the same sizes?

- Teacher cuts a pieces of rectangular paper into

two same parts (by its diagonal) to

demonstrate the example of congruent

triangles.

- Teacher asks some questions to the students.

Teacher shows two different triangles and

asks Are they the same or not?

- Preparing figure to display

Students activities

- Teacher divides students into 5 groups.

- Teacher gives some models of different

- Preparing some models of

triangle.


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Learning Activity Teacher facilitation

triangles to each group.

- Students find which the congruent triangles

are.- Teacher controls each group activities.

- Teacher asks question Have you finished?

- Students answer

Students presentation

- Teacher gets the leader of each group to show

the congruent triangle, and asks question

why do you say that they are congruent?

- Students are expected to explain their reason

using the properties of congruent triangles.

- Giving reinforcement about

the principle (property) of

congruent triangles :

S-S-S S-A-S A-S-A.

Problem Solving

- Teacher gives worksheets to all groups to find

congruent triangles from the following figures.

Starting from easy problem.

Figure 1: shows an isosceles

trapezium with its two

diagonals.

Students must have known

about the properties of

trapeziums diagonals because

they have learned on previous

grade. So they can find the

congruent triangles on it.

Figure 2 : shows a circle with

some triangles on it. Using

their understanding about

radius and chord, so we hope

that they are able to solve this

problem.


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Learning Activity Teacher facilitation

If some students cant find the

answer, teacher should helpthem by giving some hints.


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GROUP MEMBER'S PERSONAL PROFILE

Name Saiful Ghozi, M.Pd

Date of birth 03, May-1981

Natinality Indonesia

School SMP Nasional KPS Balikpapan

School Address Jln Sport No. 1 Balikpapan East

Kalimantan

Home Address Jl Wonorejo Balikpapan

Utara Balikpapan

Email [email protected],

[email protected]

Phone number : 081352168498

Name : Purwati, S.Pd, MM.Pd

Date of birth 15, April ,1974

Natinality Indonesia

School : SMP Negeri 6 Purworejo

School Address Jln Ksatriyan nomer 5/5A

Purworejo, Kabupaten Purworejo

Home Address Golok Rt 01/RW 1 Banyuurip

Purworejo. Jawa Tengah.

Email [email protected]
mailto:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]


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final report group 4 ls 2014 ok

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