Learning and Innovation Skills of Chemistry Education Students in

Lesson Study Learning Community-Based Microteaching Course

Zonalia Fitriza

, Andromeda

Yerimadesi

, Faizah Qurrata Aini

, Nadia Julianti

and Lillah Fitri

Department of Chemistry, Universitas Negeri Padang, Prof. Dr. Hamka Street Air Tawar, Padang, Indonesia

Keywords: Collaboration, Communication, Creativity, Critical Thinking and Problem Solving, Learning and Innovation,

LSLC, 21st Century Skills.

Abstract: Competent prospective teachers have to be prepared in this disruptive era with the learning and innovation

skills that make them ready to compete in the work field in the future. Lesson Study Learning Community

(LSLC) based micro-teaching courses were conducted to develop their pedagogical content knowledge as

well as 21st-century skills through three specific stages namely plan, do, and see. This study aims to describe

the critical thinking and problem-solving, communication, collaboration, and creativity (4C skills) of students

who take the LSLC-based micro-teaching course. A class of students were observed and the 4C skills were

measured using a four scales observation sheet for a semester program. The study obtained that the student’s

learning and innovation skills are in good and very good categories which are the former for collaboration

and creativity and the latest for communication, critical thinking, and problem-solving skills. Some detail

abilities such as working together in groups and the ability to build ideas while doing plan, do and see activities

need to be improved.

1 INTRODUCTION

Twenty-first-century skills, particularly learning and

innovation skills in achieving a knowledge-based

society (KBS) are one of the Indonesian government's

objectives. A knowledge-based society will allow

people to achieve knowledge, create and apply it

effectively to enhance economic and social life. It will

improve competitiveness globally, alter the paradigm

from developing natural resources to human

resources (Nugroho, 2005). Universities and schools

have an important role in achieving KBS on an

ongoing basis, linking science with cognitive,

attitudes and skills in learning (Karpov, 2016).

Scientific learning can be implemented through

learning models such as guided discovery learning

(GDL), guided inquiry learning (GIL), and problem-

based learning (PBL)(Ministry of education, 2013).

These learning models are effective in improving

student learning outcomes (Fajriati & Fitriza, 2020;

Yerimadesi et al., 2019) and are able to bring up

https://orcid.org/0000-0003-4984-4274

https://orcid.org/0000-0002-1307-1620

https://orcid.org/0000-0002-8379-6918

https://orcid.org/0000-0001-8148-6476

critical thinking and problem-solving skills in

chemistry subjects (Yerimadesi et al., 2019). These

skills are highly expected by the government of the

Indonesian generation and are obtained through

learning in schools. Therefore, teachers must have

knowledge and skills in applying the three learning

model.

The micro-teaching course is a compulsory

subject in the Chemistry Education Study Program

which aims to train students' pedagogic competence.

Microteaching involves teaching learning simulation

in the classroom that is carried out to peers for 10 to

15 minutes (Iksan et al., 2014; Lowe, 2019). It is a

simplification in terms of study time, number of

students, breadth of material and teaching skills

(Sukirman, 2012). Some of the teaching skills that

must be possessed by teachers are a variation of

stimulus, opening skills, closing skills, reinforcement

skills questioning skills, and explaining skills.

Through micro-teaching courses, students are trained

in applying the basic skills of teachers such as

Fitriza, Z., Andromeda, ., Yerimadesi, ., Aini, F., Julianti, N. and Fitri, L.

Learning and Innovation Skills of Chemistry Education Students in Lesson Study Learning Community-Based Microteaching Course.

DOI: 10.5220/0012199500003738

Paper published under CC license (CC BY-NC-ND 4.0)

In Proceedings of the 4th International Conference on Innovation in Education (ICoIE 4 2022) - Digital Era Education After the Pandemic, pages 267-271

ISBN: 978-989-758-669-9; ISSN: 2975-9676

267

implementing a scientific approach at school in

teaching internship course and their future work as

professional teachers. They have to follow the

scientific approach to plan and conduct learning

scenarios.

LSLC is a professional development process that

emphasizes improving students’ learning difficulties.

LSLC is oriented to students’ problems along

teaching-learning process (Saito & Atencio, 2015). It

consists of three continuing stages called a plan, do,

and see(Herliani & Masitah, 2018; Saito & Atencio,

2015; Susetyarini & Miharja., 2017; Tonya Monique

Nicki Collins, 2013).Through LSLC-based micro-

teaching, students can plan to learn with their group

or community at the “plan” stage, conduct a learning

process based on planning that is called as “do”, and

reflect on the learning carried out in the “see”

stage(Iksan et al., 2012; Saito & Atencio, 2015).

LSLC which is conducted in groups makes students

collaborate in planning learning so that student

creativity is created in learning with the GDL, GIL,

and PBL models (Fernández, 2005; Zhou & Li,

2017). Joint observation of the problems faced by

students/peer students in micro-teaching course at the

“do” stage helps students find out student problems,

and at the reflection stage students provide problem-

solving for improvement in the next “plan” stage.

Chemistry education student competency in

planning, implementing, and evaluating the process

of learning through learning models is useful during

teaching internships by applying the LSLC system in

future schools. The problems faced by students in

achieving learning outcomes and 21st-century skills

can be solved cooperatively by teaching internship

students, mentor teachers, and school principle. Then,

they can work together to plan the next meeting.

21st-century skills consist of critical thinking and

problem-solving, collaboration, creativity, and

communication skills. Critical thinking skills are

mental processes, strategies, and human

representation used to solve problems, make

decisions and learn new concepts. Problem-solving

skill is a thinking skill starting from looking for data

to concluding. Creativity is the ability to provide a

new answer to a problem or find a new relationship

and provide a new mental structure in a row(Piedra et

al., 2010).Collaboration skills are activities that

initiate dialogue such as making proposals or

expressing ideas to initiate discussion, respond to

contributions from group members by providing

feedback, and explore opinions on certain points of

view(Gogoulou et al., 2005). While communication

is the process of exchanging information from

someone who provides information through verbal or

non-verbal methods to people who receive

information (Sukaria, Muhammad Ikhsan, Nahadi,

Sriyati, 2018)

2 MATERIALS AND METHODS

The research was conducted on a class of chemistry

education students of UniversitasNegeri Padang,

Indonesia who take Micro Teaching course. The

students were divided into 3 groups that designed, do,

and see the learning activities using GDL, GIL, and

PBL. They compiled lesson plans together then the

model teacher did the teaching-learning practice

while other members of the community observed peer

students. The result of the observation contributed to

the lesson plan for the next meeting. Plan and see

activities were conducted online and recorded while

the do activity was carried out by face-to-face

meeting.

The recording was observed and noted in the

observation instrument to assess learning and

innovation skills which are critical thinking and

problem solving, communication, collaboration, and

innovation. The instrument consists of indicators of

each skill and was completed by the level of skill.

There are 5 indicators of communication skills, 4

indicators of collaboration, 8 indicators of critical

thinking and problem solving, and 7 for creativity.

There are 4 categories of ability, they are very good,

good, fair, and poor.

The data found was analyzed using Miles and

Huberman method consisting data reduction, data

display and verification(Matthew & Huberman,

1994). We categorize the data for each student, each

indicator, and for every skill.

3 RESULT

Critical thinking skills, problem-solving,

communication, and collaboration of students

when carrying out LSLC were measured using a

4-scale observation instrument containing

indicators of critical thinking and problem-

solving, collaboration, communication, and

collaboration as shown in Figure 1.

ICoIE 4 2022 - The Fourth International Conference on Innovation in Education

268

Figure 1: Learning and innovation skills of chemistry

education students in the LSLC-based microteaching

course.

In general, it appears that the best skills possessed by

students who take microteaching lectures by planning

and reflecting on learning of LSLC are

communication skills while other skills are almost the

same for every student. Communication skills are at

a very good and good level except for 10th students

60% of students have excellent communication skills.

Critical thinking skills and problem solving and

collaboration are always at the same level for each

student, while the level of student creation varies

where 60% is good, 33% is fair and 7% is poor.

This level is the mode value of the skill level of

all students in each indicator. Based on Table 1, it is

known that students have critical thinking and

problem-solving skills as well as good

communication shown through these indicators, but

collaboration and creative skills, especially the ability

to work together in groups, express creative ideas

conceptually and practically, and make problems as

an improvement benchmark.

Table 1: Communication skill level of chemistry education

students in LSLC-based micro-teaching course.

Indicators Level

Using the ability to express ideas, both during

discussions, inside and outside the classroom,

as well as in writin

Very

good

Using spoken language that is appropriate to

the content and context of the conversation

Good

Have the attitude to be able to hear, and

respect the opinions of others

Very

goo

Using a logical and structured flow of thinking

Goo

Usin

multilin

ual communication Goo

Table 2: Collaboration skill level of chemistry education

students in LSLC based micro teaching course.

Indicators Level

Have the ability to work together ingroups Poo

Able to adapt in various roles and

responsibilities, work productively with others

Good

Have empathy and respect for different

erspectives

Good

Able to compromise with other members in the

group to achieve the expected goals

Good

Table 3: Critical thinking and problem solving skill level of

chemistry education students in LSLC based micro

teaching course.

Indicators Level

Using various types of thinking or reasoning,

both inductive and deductive, appropriately and

according to the situation

Good

Understanding the interconnection between one

conce

t and anothe

Good

Assess and make decisions effectively in

rocessing data and giving arguments

Good

Evaluating and developing connections between

information an

arguments

Good

Processing and interpreting the information

obtained through the initial conclusions and

testing it through the best analysis

Good

Give solutions to various problems in their own

Good

Optimize their abilities to solve

roblems Goo

Compile, express, analyze, and solve a problem Goo

Table 4: Creativity level of chemistry education students in

LSLC based micro teaching course.

Indicators Level

Have the ability to develop, implement and

convey new ideas orall

and in writing

Good

Be open and responsive to new and different

ers

ectives

Good

Able to express creative ideas conceptually

and practicall

Fair

Using concepts or knowledge in new and

different situations

Good

Using failure as a learning milestone Fai

Have the ability to create novelty based on

initial knowled

Good

Able to adapt in new situations and make a

ositive contribution to Surroundin

Good

4 DISCUSSIONS

Firstly, communication skills are general skills that

must be possessed by prospective teachers. This

communication consists of verbal (oral), written, and

social communication, all three of which are needed

in the education field. This verbal communication can

be trained through presentation and discussion

activities, both small and large groups (Iksan et al.,

2014). In the plan-and-see activities, each student was

trained to present their learning designs because each

of them is assigned to be a model teacher. Another

activity is a discussion to improve the learning design

based on the problems obtained from the do activities.

Learning and Innovation Skills of Chemistry Education Students in Lesson Study Learning Community-Based Microteaching Course

269

Community members provide their opinions,

criticisms and suggestions so that they are trained to

compose the right sentences to be able to state their

ideas according to the content, and context of the

conversation, logically, structured and can respect the

opinions of others (Direktorat Pembinaan SMA

Ditjen Pendidikan Dasar dan Menengah, 2017).

These skills must be supported by self-confidence,

knowledge of content, context and attitudes

(Wetchasit et al., 2020).

The next skill is a collaboration which is part of

21st-century skills. It can be formed through LSLC

because students are divided into 3 groups, each of

which composes and implements learning using

GDL, GIL, and PBL. Thus, students are trained to

work together and complete each other's tasks. These

skills require adaptation to roles and attitudes within

the group (Direktorat Pembinaan SMA Ditjen

Pendidikan Dasar dan Menengah, 2017). However,

one indicator of the low level of collaboration is due

to the ability to work together in groups that are not

good. This low collaboration skill occurs in the group

that composes and implements learning using

discovery learning and problem based learning

models. This skill is said to be low because some

group members did not contribute to the discussion in

improving the model teacher's lesson plan. They

attended a meeting which was conducted using a

zoom meeting, but there was very little interaction

between group members, presenting more on lesson

plans than discussing their contents. Moreover, there

is no division of tasks in which someone acts as

chairman and note-taker. Likewise, with the time of

reflection, although group members convey the

results of their observations, these results are not used

as a basis for suggesting improvement in learning.

The third skill is critical thinking. It requires skills

in analyzing and evaluating information that is

important to solve problems with relevant

considerations and reasons for solving a problem.

Ennis stated that critical thinking focuses on how a

person makes decisions (Ennis, 1993). The level of

critical thinking skills is different for each individual,

to assess a person's level of critical thinking skills, it

can be seen using the leveling of critical thinking

skills in solving a problem compiled by Paul and

Elder (Paul & Elder, 2006). Problems that must be

analyzed and evaluated in LSLC-based micro-

teaching courses are how learning plans are prepared,

and problems that occur in do activities that are

observed and recorded and then reflected on see

activities. In general, students have been able to

examine and assess the planning, the situation in the

field, and the results of observations. However, some

students need to improve these skills. The low skill

level is due to the lack of student involvement in

discussions so their critical thinking and problem-

solving skills were difficult to identify.

Lastly, the level of critical thinking skills affects

student creativity because to be able to come up with

creative ideas, critical thinking, and appropriate

problem-solving are needed. Based on Table 1, it can

be seen that students' skills in generating ideas are

lower than their creative thinking skills. Someone

who thinks creatively is certainly preceded by critical

thinking and problem-solving skills. However,

students whose creative level is lower than critical

thinking due to the ideas that are raised are something

that is mainstream or has often been done by other

people. To be able to think creatively, students need

to brainstorm; create new ideas; describe, refine,

analyze, and evaluate ideas(Piirto, 2011).

Limitations of the skills also occur in the ability to

express creative ideas conceptually and practically.

Students’ ability in giving criticism and suggestions

is good, but the ideas that are raised are something

that is usually carried out in learning, not yet a novelty

idea.

5 CONCLUSIONS

Through LSLC-based microteaching courses,

students’ learning and innovation skills are in very

good and good categories, namely communication

and creative thinking, and problem-solving, but

collaboration and creation skills need to be improved,

especially in the ability to work together in groups

and the ability to build ideas on problems that faced

in a plan, do and see activities. It is recommended that

the implementation of LSLC-based microteaching

lectures to improve 21st-century skills is to carry out

face-to-face LSLCs to improve student interaction

and communication.

ACKNOWLEDGEMENTS

The authors would like to thank the research and

community service institutions of Universitas Negeri

Padang which have funded this research. We express

our deepest gratitude to the Department of Chemistry,

Universitas Negeri Padang for allowing us to conduct

research in the microteaching class.

ICoIE 4 2022 - The Fourth International Conference on Innovation in Education

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