PROCEEDINGSSEMINAROFINTERNATIONALCONFERENCEOFLESSONSTUDY2015Editor :SumarHendayana,Ph.D.ISBN :978-602-74573-0-0Penerbit :AsosiasiLessonStudyIndonesia(ALSI)Redaksi :Pusat Inovasi Pendidikan, LPPM UPI.

Jalan Dr. Setiabudhi No. 229 Kota Bandung 40154 Pusat Pengembangan Lesson Study, FMIPA UM. Jalan Semarang No. 5 Kota Malang Website: alsi-icls.net email: alsi@alsi-icls.net Cetakanpertama,April2016Hakciptadilindungiundang-undangDilarangmemperbanyakkaryatulisinidalambentukdandengancaraapapuntanpaijintertulisdaripenerbit.

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PREFACE

TheInternationalConferenceonLessonStudy(ICLS)ishostingits6thAnnualMeetingatUniversitasPendidikanGanesha, in Singaraja, Bali from September 17-19, 2015. This conference organized byUniversitasPendidikanGaneshawiththecooperationwiththeIndonesiaAssociationofLessonStudy(ALSI)andtheMinistryofResearch,Technology,andHigherEducation.

ThisisthefirsttimetheICLSwillbeheldinBali,theIslandofGodParadise.Previously,ICLSwasheldinBandungatUniversitasPendidikanIndonesia.ThroughICLS,variouseducatorsfromIndonesiaandabroadcametogethertosharetheirresearchandbestpracticesonimprovingthequalityofteachingand learning, teacher education and development, school improvement, and learning communitythroughLessonStudy.

The theme of the 6th ICLS 2015 is ‘Lesson Study Contribution to Curriculum Implementation atClassroom Level. This theme reflects the central role played by Lesson Study in bridging theintersection of curriculum, the student, and the teacher. Such a bridge is formed by the teacherworkingtogetherandcollaboratingacrossthecurriculum.Inthisregards,LessonStudyprovidesanactivity system for enriching curriculum development and implementation as well as teachingresources and strategies. Therefore, Lesson Study is promising in bringing about enhancedprofessionallearning,instructionalimprovementandschoolbasedcurriculuminnovations.However,therecurringchallengesinachievingsuchavisionarethetensionsandcontradictionsencounteredby many educators during the implementation of both Lesson Study and school curriculum atclassroom level. Hence, the 6th ICLS 2015 addresses how to build our capacity for curriculum andinstructionalchangeandlinktheoryandpractice.

We cordially invited researchers and practitioners working in teacher education, professionallearning, school improvement, curriculum development, and other fields related to educationalinnovations to join us for the 6th ICLS 2015. The conference provided the interesting experiencesabouttheuniquenessLessonStudyinIndonesiacombinedwiththerichnessofBalineseculture.

Itwasagreathonorforustohostyouatthe6thICLS2015.

Prof.Dr.NiKetutSuarni,M.S.HeadofCommitteeofThe6thICLS2015

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WELCOMEMESSAGE

ItwasagreatpleasurethatIwelcomeallofyoutothe6thInternationalConferenceonLessonStudyin Singaraja, Bali, Indonesia. The conferenceorganizing team ledbyProf.Dr.Ni Ketut Suarni fromGanesaUniversityofEducationhasworkedextremelyhardtoensurethesuccessofourconference.As of August 2015, the conference had drawn 200 delegates with the largest contingent fromIndonesiafollowedbyEthiopia,Singapore,Malaysia,Japan,andGermany.

WelookedforwardtotherichconversationsamongourdelegatesduringtheconferenceonthemeLessonStudyContributiontoCurriculumImplementationatClassroomLevel.Thesewere120papers,9plenary sessions,and2keynotes.Ourconferencebrought teachers,academics, researchers,andpolicymakerstogethertodiscusslessonstudyresearchandpracticesandtolearnfromeachother’swork. We hope to see the development of professional and academic network through mutualassistanceandinformationexchangeamongourmembersafterthismeeting.

Thesuccessofthe6thICLSwasmadepossiblebythededicationofthelocalorganizingteamledbyProf.Dr.NiKetutSuarnifromGaneshaUniversityofEducation.Wewanttothankthemfortheirhardwork over the last 1 year to provide and interesting and stimulating conference programs for allparticipants.Wewant to thank theGaneshaUniversity of Education for hosting this conference. Iwishallofyouobtainedafruitfulandengagingexperiencesatthe6thICLS2015.

SumarHendayana,Ph.D.HeadofIndonesiaAssociationofLessonStudy

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CONTENTS

NO TITLE PAGE

1 IMPROVING STUDENTS’ INDEPENDENCE LEARNING THROUGH

THINK PAIR SHARE LEARNING MODEL

(SLAMET ASARI)

1

2 PENERAPAN MODEL PEMBELAJARAN CAROUSEL DENGAN

METODE ANALISA MASALAH PADA MATA PELAJARAN IPA

UNTUK MENINGKATKAN KREATIFITAS BERPIKIR PESERTA DIDIK

DI SMPN 2 GEMPOL

(TRI SETYO ASTUTIK, S.PD, M.PD)

8

3 ANALYSIS OF THE PRACTICUM SKILLS OF PHYSICS TEACHER

CANDIDATE IN COMPUTATIONAL PHYSICS SUBJECT

(RIF’ATI DINA HANDAYANI)

15

4 PELAKSANAAN MODEL PEMBELAJARAN JIGSAW DIPADU MODEL

TPS DENGAN METODE EKSPERIMEN PADA MATERI

KEMAGNETAN UNTUK MENINGKATKAN HASIL BELAJAR

PESERTA DIDIK DI SMPN 2 GEMPOL

(YAYUK SUDARWATI)

18

5 COMIC STRIPS FOR TEACHING LISTENING

(NINIK SURYATININGSIH)

25

6 TEACHER'S SCAFFOLDING TO SUPPORT CHILDREN COOPERATIVE

SKILL

(DELILA SASKIA, RIZKA HANY KUSUMADHINI, DITHA IRA

PURWANITA)

34

7 PENGUSAAN APERSEPSI MODIN (MODEL INDUKTIF) UNTUK

MENINGKATKAN PROSES PEMBELAJARAN PADA KEGIATAN

LESSON STUDY

(DIES NURHAYATI)

44

8 PENINGKATAN MUTU PERANGKAT PEMBELAJARAN MATA

KULIAH SEMANTIK MELALUI LESSON STUDY

(SUJINAH)

51

9 AN ANALYSIS OF LANGUAGE AQUISITION IN SENTENCE 63

iv

NO TITLE PAGE

STRUCTURE OF A FOUR YEAR CHILD (DR. SYAHFITRI PURNAMA.,M.PD.,M.H)

10 THE INCREASING OF ACTIVITY LEARNING AND LEARNING

OUTCOMES IN SCIENCE SUBJECTS BY USING CIRC MODEL BASED

LESSON STUDY

(SRI WAHYUNI)

70

11 LESSON STUDY PADA PERKULIAHAN PRAKTIKUM KONSELING

KELOMPOK MAHASISWA JURUSAN BK FAKULTAS ILMU

PENDIDIKAN UNIVERSITAS PENDIDIKAN GANESHA

(KADEK SURANATA)

75

12 IMPLEMENTATION OF LESSON STUDY MODEL ON SCIENCE

SUBJECT IN ACEH PROVINCE

(DJUFRI, MELVINA)

82

13 PENGUSAAN APERSEPSI MODIN (MODEL INDUKTIF) UNTUK

MENINGKATKAN PROSES PEMBELAJARAN PADA KEGIATAN

LESSON STUDY

(DIES NURHAYATI)

87

14 MAIN SENSORIMOTOR MATHEMATICS (MSM) LEARNING MODEL

TO INCREASE SIMPLE MATHEMATICS CONCEPTS IN EARLY

CHILDREN

(HANI NURHASANAH, AGUS JUHANA, ENDAH GUSTIANTI

HAMZAH)

93

15 IMPLEMENTASI LESSON STUDY PADA MATAKULIAH EKOLOGI

HEWAN UNTUK MENINGKATKAN AKTIVITAS DAN HASIL

BELAJAR KOGNITIF MAHASISWA DI PROGRAM STUDI

PENDIDIKAN BIOLOGI FKIP UNIVERSITAS MUHAMMADIYAH

BENGKULU

(IRWANDI DAN SITI DARWA SURYANI)

100

16 TEACHING ENGLISH THROUGH WRITING RHYMING POEM:

EXPERIENCE OF LESSON STUDY IN 3RD GRADE OF GAGASCERIA

PRIMARY SCHOOL STUDENTS, BANDUNG, WEST JAVA.

(JULIASIH HIZBAR)

107

v

NO TITLE PAGE

17 IMPLEMENTATION OF COOPERATIVE LEARNING MODEL IN THE

IMPROVEMENT OF WORKING GROUP ACTIVITIES

COLLABORATIVE EDUCATION STUDENTS STUDY BIOLOGY WITH

LESSON STUDY BASED.

(R.TETI ROSTIKAWATI , MUHAMMAD TAUFIK AWALUDIN, RITA

ISTIANA)

114

18 MENINGKATKAN PROFESIONALISME GURU SMPN 2 BANGIL

MELALUI LESSON STUDY BERBASIS SEKOLAH (LSBS)

(TRINIL WINDAYATI)

122

19 DEVELOPMENT OF LESSON STUDY IN SMA (HIGH SCHOOL)

PARIGI MOUTONG

(SUHERMAN)

130

20 OPTIMALISASI PENDAMPINGAN LESSON STUDY DALAM

MENINGKATKAN PROFESIONALITAS PENDIDIK DAN KUALITAS

PEMBELAJARAN DI SEKOLAH BINAAN SMP NEGERI 2 BANGIL

(TANTI RAHAYU)

140

21 INCREASING STUDENTS’ ACTIVITY AND LEARNING MOTIVATION

BY USING MAMA METHOD TROUGH LESSON STUDY BASED CAR

(SUCHAINA, S.PD., M.PD)

147

22 MINAT BELAJAR MAHASISWA JURUSAN PENDIDIKAN GURU

SEKOLAH DASAR, UNIVERSITAS PENDIDIKAN GANESHA

(PT. NANCI RIASTINI, I GD. MARGUNAYASA)

157

23 IMPROVING STUDENTS’ INDEPENDENCE LEARNING USING

COOPERATIVE LEARNING MODEL THINK-PAIR-SHARE AT WORDS IN

CONTEXTS SUBJECT

(CANDRA HADI ASMARA)

170

24 DAMPAK LESSON STUDY BERBASIS SEKOLAH (LSBS) DAN UPAYA

PENGGABUNGANNYA DENGAN PROGRAM PENEILITIAN

TINDAKAN KELAS (PTK) TAHUN 2015

(DRS. H. M. FIRDAUS EFENDI)

178

25 THE DEVELOPMENT MODEL OF ISSET+CM2 IN VARIOUS ASPECTS

OF REVIEW (CASE STUDY IN GUIDING OF STUDENDENTS’

186

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NO TITLE PAGE

ACCOMPLISHMENT ACCELERATION IN MAGISTER PROGRAM OF

SCIENCE EDUCATION, SEBELAS MARET UNIVERSITY,

SURAKARTA)

(SUCIATI1; ARI, M 2; VIDY, A.S 3; KUSUMAWARDANI 4 ; HABIB, H5)

26 DIGITAL LEARNING LESSON STUDY ON INTEGRATED LEARNING

OF ‘MARKET’ THEME IN THE THIRD CLASS PRIMARY SCHOOL

(LILIASARI AND ITA INAYAH)

196

27 TEACHERS DESIGN OF ICT-BASED MEDIA TO DEVELOP

STUDENTS’ GENERIC SCIENCE SKILLS AND HIGHER-ORDER

THINKING SKILLS IN CHEMISTRY LEARNING

(LILIASARI, WIJI, SRI MULYANI, MUHAMAD NURUL HANA, EUIS

NURSA’ADAH)

201

28 PENINGKATAN KOLABORASI GURU IPS DALAM PEMBELAJARAN

TERPADU MELALUI LESSON STUDY DI SMP

(HILYATI MILLA)

207

29 MENUMBUHKAN KEMAMPUAN BERTANYA DAN BERHIPOTESIS

SISWA PADA LESSON STUDY BERBASIS SEKOLAH SMPN2

PANDAAN KAB. PASURUAN JAWA TIMUR.

(USTADI)

215

30 THE ABILITY OF TEACHER CANDIDATES REFLECT ON THEMSELVES

THROUGH LESSON STUDY ON THE FIELD EXPERIENCE AND

CLINICAL PRACTICE PROGRAM

(NOVRI YOULA KANDOWANGKO AND LILAN DAMA)

221

31 PENDAMPINGAN PEMBELAJARAN BERBASIS KURIKULUM 2013

DENGAN POLA LESSON STUDY DI GUGUS I KECAMATAN

SUKASADA

(I MADE SUARJANA1, I GEDE MARGUNAYASA2, PUTU NANCI

RIASTINI3)

225

32 DEVELOPING LECTURER COLLEGIALITY THROUGH LESSON

STUDY

(INDAH WAHYU PUJI UTAMI)

232

33 LESSON STUDY & PENDEKATAN SAINTIFIK: PROSES BELAJAR 241

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NO TITLE PAGE

PADA SISWA DAN GURU

(FITRIANI RATNASARI DEWI1, IKE NURHAYATI2)

34 TWO CYCLES IMPLEMENTATION OF THE CONCEPT “PLANE

FIGURES AND THIRE PROPERTIES” THROUGH OPEN LESSON IN

THE GRADE 5 ELEMENTARY SCHOOL IN BANDUNG

(ASHRAK ABIBEKER1 & ELAH NURLAELAH2)

245

35 STUDENTS’ HIGHER ORDER THINKING SKILLS IN PROBLEM

BASED LEARNING

(FATIMATUL KHIKMIYAH)

258

36 INGIN SISWA MENJADI BAGAMANA?

(NOVINDA IWANG DARPITA, S.PD.)

266

37 JUMPING TASKS FOR ENHANCING MOTIVATION OF STUDENT’S

ACTIVITY A LESSON STUDY IN HIGHER EDUCATION

(JIBRIL MOHAMMED ADEM1), YUYO AMIR JEMAL2), GALUH

YULIANI3), AND AHMAD MUDZAKIR3))

270

38 PROFIL KETERAMPILAN PSIKOMOTOR DAN PENGETAHUAN

PROSEDURAL MAHASISWA PENDIDIKAN BIOLOGI PADA

KEGIATAN PRAKTIKUM FOTOSINTESIS BERBASIS LESSON STUDY

(SURTI KURNIASIH, AIP M. IRPAN, MUNARTI, SUCI SITI LATHIFAH)

275

39 ENHANCEMENT THE STUDY OF SENIOR HIGH SCHOOL PHYSICS

SERVICE LEARNING THROUGH LESSON STUDY

(SARWANTO)

284

40 THE USING OF VIDEO AS A TEACHING MEDIA TO INCREASE

STUDENTS GROUP ACTIVITY AND ACHIEVEMENT THROUGH

LESSON STUDY

(NURIA MUHAMMED AHMED1, RIANDI2,NURYANI Y. RUSTAMAN2)

291

41 BELAJAR MENETAPKAN TUJUAN PEMBELAJARAN IPA

(KLASIFIKASI TANAMAN) MELALUI LESSON STUDY DI KELAS 3

SD GAGASCERIA

(LAKSMINA YUSSI, MELIA RUDONAVIOLA)

298

42 DEVELOPING CURRICULUM VOCATIONAL EDUCATION

RELEVANT TO THE INDUSTRY NEEDS THROUGH LESSON STUDY

302

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NO TITLE PAGE

ACTIVITIES

(IWA KUNTADI, LILIS WIDANINGSIH, ISMA WIDIATY,ANA)

43 TECHNICAL SKILL DEVELOPMENT MODEL FOR JUNIOR HIGH

SCHOOL IN REMOTE REGION TECHNICAL SKILL DEVELOPMENT

MODEL FOR JUNIOR HIGH SCHOOL IN REMOTE REGION

(SUMARTO1 AND DANNY MEIRAWAN1)

308

44 ANALISIS KESULITAN BELAJAR SISWA PADA PENERAPAN

KONSEP KOLOID DALAM KEHIDUPAN SEHARI-HARI

(YORIKA ZAINAL)

314

45 USING CONSTRUCTIVE TEACHING METHOD TO ENHANCE

LEARNERS AUTONOMY IN LEARNING RESEARCH CONCEPT FOR

ENGLISH LANGUAGE TEACHING STUDENTS

(ULFATUL MA’RIFAH, M.PD)

322

46 GUIDANCE AND COUNSELING FOR IMPROVING SELF

ACHIEVEMENT THROUGH LESSON STUDY

(KETUT DHARSANA)

331

47 ENCHANCING THE QUALITY EARLY CHILDHOOD EDUCATION

THROUGH TRAINING AND MENTORING THE STUDY ON

LEARNING ACTION IN BULELENG REGENCY

(NI KETUT SUARNI, I KETUT DHARSANA, I KADEK SURANATA.)

343

48 IMPLEMENTING SEPADAN BASED DEMOCRATIC LEADERSHIP TO

IMPROVE THE QUALITY OF SMP N1 MANGGIS

(I WAYAN SARYA)

351

49 AN IMPLEMENTATION OF NYAPU PAGAR MEDIA-AIDED

COOPERATIVE LEARNING TO IMPROVE INTEREST AND

LEARNING ACHIEVEMENT IN SCIENCE OF THE CLASS VIIIF

STUDENTS OF SMP N 2 AMLAPURA IN THE ACADEMIC YEAR

2012/2013

(NI WAYAN PARWATI, S.PD, M.AG)

356

50 PROFIL KOMUNITAS BELAJAR PADA PEMBELAJARAN MIKRO

PROGRAM STUDI PENDIDIKAN BIOLOGI FKIP UNIVERSITAS RIAU

(EVI SURYAWATI1, YUSLIM FAUZIAH2, MARIANI N.L3, DAN

380

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NO TITLE PAGE

ALMASYAHNIS4)

51 IMPROVING TEACHING MATERIALS TO DEVELOP STUDENT

CONCEPT FOR “PLANE FIGURES AND THEIR PROPERTIES” BASED

ON LESSON STUDY, CASE OF UPI LAB. SCHOOL

(AHMED SALAH1&ELAH NURLAELAH2)

388

52 REVISING TEACHING MEDIA AND GROUP SIZE TO IMPROVE

PUPILS’ PARTICIPATION IN LEARNING ACTIVITIES AT GRADE

FOUR ON NATURAL RESOURCE TOPIC

(FATUMA ALI1, RIANDI2, NURYANIY.RUSTAMAN2)

397

53 DEVELOPING LEARNING TOOL FOR SCIENCE SUBJECT CLASS VII

USING MULTIMODEL 5-E IN LESSON STUDY-TEACHER

ASSOCIATION-BASED ACTIVITIES

(KASMAN ARIFIN)

405

54 LESSON STUDY ON FIELD EXPERIENCE COURSE (KPL) TO

IMPROVED PEDAGOGIC STUDENT TEACHING CAPABILITIES

I DEWA PUTU ESKASASNANDA)

415

55 LESSON STUDY IMPLEMENTATION TO ENHANCE FIFTH GRADE

STUDENTS` COMMUNICATION AND ANALYZING SKILLS ON

ENVIRONMENTAL SCIENCE SUBJECT

(SISAY DESALEGNE1NIGATU GEBREWOLD2), IDA KANIAWATI 3),

SELLY FERANIE3) ADI BUDIMAN4))

425

56 IMPROVING LEARNING QUALITY ON DISCRETE MATHEMATICS

TO ENCOURAGE STUDENTS' ABILITY TO SOLVE THE PROBLEM

THROUGH LESSON STUDY ACTIVITY

(NUR FAUZIYAH)

436

57 IMPLEMENTASI PAIKEM DAN PENINGKATAN AKTIVITAS

BELAJAR PADA MAHASISWA PENDIDIKAN BIOLOGI SEMESTER IV

PROGRAM STUDI PENDIDIKAN BIOLOGI UMM

(NURWIDODO, LISE CHAMISIJATIN, SRI WAHYUNI, RR. EKO

SUSETYARINI)

443

58 INVESTIGATING THE SHIFTING OF SCIENCE LESSON AS IMPACT

OF TEACHER CONTINOUING PROFESSIONAL DEVELOPMENT

455

x

NO TITLE PAGE

THROUGH LESSON STUDY PROGRAM

(1NURUL AISYAH 2SUMAR HENDAYANA 3TUTI SUGIARTI 4IIS)

59 DESAIN DIDAKTIS DALAM PEMBELAJARAN KIMIA SMA KELAS X

KONSEP REAKSI REDOKS

(RIZKY BREHNAPUTRIFAJAR1, ASEP SUPRIATNA2, KOMALIA3,

SUMAR HENDAYANA4)

464

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IMPLEMENTATION OF LESSON STUDY MODEL ON SCIENCE SUBJECT IN ACEH PROVINCE

Djufri1), Melvina2) 1) FKIP Unsyiah, Banda Aceh, e-mail: djufri@fkip.unsyiah.ac.id 2 ) FKIP Unsyiah, Banda Aceh, e-mail: melvi_nad@yahoo.com

Abstract PPMP or Mapping Research and Education Quality Improvement (PPMP) for Higher Education (Dikti) was conducted in 2011, covers 23 districts/cities of 12 areas in Aceh Province. The research resulted the mapping of low UN scores on several Basic Competences (KD) and Standard Competences (SK) in science subjects (Science, Biology, and Chemistry) in high schools throughout Aceh province. As one of solutions, lesson study strategy was implemented through PM-PMP Service starts with workshop on difficult SK and KD to improve science teachers’ learning quality. Then, several stages were applied lesson study as follow: 1) developing lesson plan in groups to enhance science teacher’s pedagogical skill in producing standard lesson plan, 2) Open Lesson, 3) Reflection. The implementation of lesson study in Aceh was well-applied and showed teachers’ significant improvement in comprehending the problematic SK and KD, the improvement in pedagogical skill in developing standard lesson plan, and the enhancement in students’ activities which indicates the succesful of learning. This strategy also motivated science teachers to revitalize MGMP in their schools and cultivated collaborative environment. Key Words: Science, Competence Standard, Basic Competence, Lesson Study Strategy

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1. Introduction In 2011, Mapping Research and Education Quality Improvement (PPMP) for Higher Education (Dikti) was conducted in Aceh Province. It resulted the mapping of low UN scores on several Basic Competences (KD) and Standard Competences (SK) in science subjects (Science, Biology, and Chemistry) in high schools . Then, PM-PMP Service was conducted to resolve the problem in 2012 by implementing lesson study strategy in 23 districts of 12 areas in Aceh Province. Image 1. Map of PM-PMP Service in Aceh Province. Source : http://id.wikipedia.org At every district/city, 3 (Three) high schools were selected where each school sent 2-3 teachers representing every subject. The following is the names of high schools and number of science teachers involved in this activity: The representative teachers above, will follow workshop on the problematic Standard Competences and Basic Competences which were found through Mapping research in 2011. It was indicated that most science teachers had low comprehension on the competences so that it affected the UN scores. Therefore, teachers were exposed to study the competences at the beginning of the lesson study implementation to help them comprehend better on the problematic competences. The indicated problematic competences can be seen as follows:

There were several expected outcomes in the implementation of this lesson study, namely: 1) An increase up to >70% in teachers’ comprehension on basic and standard competences; 2) An improvement in teachers’ skills in developing learning instruments which was indicated in the quality of lesson plan 3) The allignment between teachers’ skills in implementing instruction based on lesson plan with the content and process standard. 2. Methods Regarding to problem background, a solution was offered through the implementation of lesson study. Lesson Study is a model for teaching profession development through learning review collaboratively. This model is continously applied based on colleaguelity and mutual learning which aims to create learning community. Lesson study is firstly developed in Japan. But, nowadays it has been introducing in various international forum (Fernandez and Yoshida, 2004), with its main purpose is to promote teachers’ learning quality and professional capacity through learning review on daily basis (Baba and Kajima, 2003: NRC, 1995). The utilization of lesson study strategy is ascribed on the consideration that this strategy has proven effective in Japan and widely applied in Indonesia. The lesson study is one

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of frameworks in improving teachers’ professionality in learning process (Yarema, 2010). The characteristics of lesson study and its implementation have also been discussed deeply in its literature (Santyasa, 2009; Rock & Wilson, 2005). However, there are some constraints in its implementation which need to be anticipated as published by Fernandez (2002). Technically, the implementation of this model is divided into three stages: 1) planning to prepare the learning instruments such as lesson plan, observation instrument, learning reflection, and the subsequent schedule of activities, 2) do to apply the learning activities based on lesson plan, and 3) see or reflect to discuss the observation result during the learning process. Furthermore, Fernandez (2002), in his theory, confirms that lesson study comprises three cycles involving plan, do, and see. Image 2 Diagram of Solving Problem Model

Source : http://googleimage.com

3. Result and Discussion At the beginning of lesson study implementation, it was explained that lesson study plays a very crucial role in learning process. Not only does it provide opportunity for students to learn optimally, but also inspires teachers to work together mutually (colleaguelity) in learning process. The knowledge of science teachers pertaining to the lessons widely varies in every district. Some teachers have already applied the lesson study and followed workshops while others have not. Hence, they needed a deep understanding and explanation concerning on the Standard Competences and Basic Competences at the beginning of lesson study

implementation. It, consequently, is able to improve the teachers’ comprehension on the Standard Competences and Basic Competences up to >80%. 3.11 Develop teaching plan From distributed questionnaire found that science teachers’ prior abilities about developing lesson plan skill is under < 60%). So that, to improve their abilities, lecturers assist them in formulating learning indicator and objective; selecting learning strategy, model, technique, tactic that is appropriate with topic; and assisting them in learning evaluation. On other hand, for enhancing teachers’ comprehension on difficult basic and standard competences, teachers altogether developed learning instruments on difficult basic competences. Lesson plan is measured according to criteria 1) The relevance between the content of SK/KD with the indicators and objectives, 2) The relevance between SK/KD with the indicators/objectives and the selected learning material; 3) The skill in selecting appropriate learning methods/models for the formulated objectives and the selected learning materials. 4) The relevance of learning scenario between the materials and learning methods/models in order to achieve the learning objectives; 5) The relevance of the assessment and indicators/learning objectives. In general, science teachers’s ability in developing lesson plan increase by 70 %< x <90% across the districts. The produce lesson plan in categorized as good and meet the standard, lesson plan, rubric assessment, student worksheet, learning materials, and learning media. Mostly developed lesson plans integrate innovative and student centered approaches and use learning models like collaborative, cooperative model and learning methods like experiment, discussion, asking and answer and lesson study model. 1.12 Open lesson The best developed lesson plans is selected to be implemented in classroom During

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workshop, teachers who would act as observers and teacher models were selected. Lesson plan developed by teacher model have been corrected by lecturer supervisor and teacher observers before lesson study implementation. During lesson plan implementation or “do”, it is seen following actions: • Learning is centered on students • Student activity is increased than usual

maybe because of observer teachers are in the class.

• Students are motivated to perform best in group discussion.

• Most students actively participate in group discussion, eventhough some students are less enthusiast.

• Designed learning media fit to developed lesson plan.

• Some selected learning model and approach is not suitable with developed lesson plan.

• Teachers’ comprehension on content is good.

• Given evaluation is suitable with determined indicators.Teachers do reflection and follow up based on develop lesson

Furthermore, the indicators of effective modeling stage are: begining learning activities; core learning activities include content mastery, learning method, source/media learning usage, engaging students, language use. According to observation in the field, then found out that in out that model science teachers are able to implement lesson plan in range 70%<x<100% variously in Aceh province. 3.13 Reflection In lesson study, observation is focused on students’ activity. During reflection stage, it is provided below findings: • Most of science teachers admit that they

just know about lesson study. • Some students are not serious in learning,

so it is needed pusnishment, on another hand, active students should be given,

• Model teacher and observer teacher is provided constructive inputs related to learning content and selected learning model.

• Teacher were becoming open minded towards their weakneses during the implementation and receive inputs from their friends.

• All science teachers that were involved in lesson study willing to apply lesson study in their schools.

In overall, lesson study in Aceh provinces had been implemented very well, and cultivated collaborative and colleaguelity spirit among teachers. 4. Summary and Suggestion 4.1 Summary Science teachers’ prior abilities of developing lesson plan skill is under < 60%). After upgrading on problematic basic and standard compotences, science teachers’s ability in developing lesson plan increase by 70 %< x <90% acro. The teachers produce good and meet the standard learning instrument that includes lesson plan, rubric assessment, student worksheet, learning materials, and learning media. According to observation result, model science teachers are able to implement lesson plan in range 70%<x<100% variously. In overall, lesson study in Aceh provinces had been implemented very well, and cultivated collaborative and colleaguelity spirit among teachers. 4.2 Suggestion PPMP service was conducted succesfully in Aceh province, there are several recommendations for educational stake holders, as following: 1) education offices at district level, may implement lesson study model to resolve learning problems in Science subjects 2) UNSYIAH, as producer of teachers in Aceh province may continue this PPMP service to enhance instruction qualities from basic to middle education levels

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3) Ministry of National Education or MoNE may adapt lesson study as in national scale to solve problems in all level of education in Indonesia. References Baba,T and Kajima,M. 2003. Lesson Study. Japan International Cooperation Agency (ed) Japanesse Educational Experiences. Tokyo: Japan International Cooperation Agency. Djufri, dkk. 2011. Pemetaan Dan Peningkatan utu Pendidikan SMA di Kabupaten Aceh Tenggara dan Gayo Lues Provinsi Aceh, PPMP Research Report, Universitas Syiah Kuala, Darussalam Banda Aceh. Fernandez, C. 2002. Learning from Japanese Approaches to Professional Development: The Case of Lesson Study, Journal of Teacher Education 2002; 53; 393; DOI: 10.1177/002248702237394 (accessed 13-7-2012). Rock & Wilson. 2005.Improving Teaching through Lesson Study, Teacher Education Quarterly, Winter 2005; http://www.teqjournal.org (accessed13-7-2012). Santyasa, I.W. 2009. Implementasi Lesson Study Dalam Pembelajaranbagi Guru-Guru TK, Sekolah Dasar, dan Sekolah Menengah Pertama di Kecamatan Nusa Penida. Paper Dated 24th of January 2009, in Nusa Penida. Yarema, C.H. 2010. Mathematics Teacher’ View of Accountability Testing