Strengthening Teacher Competence Through Lesson Study
An Indonesian Elementary School Experience
Moh Salimi, Tri Saptuti Susiani and Suhartono Suhartono
Faculty of Teacher Training and Education, Universitas Sebelas Maret
Keywords: Teacher Competence, Lesson Study, Elementary School, Indonesia.
Abstract: Lesson Study is a collaborative action research approach which aims to improve the effectiveness of student
learning by enhancing the professional competence of teachers. Lesson Study in Indonesia evolved since
2004 in junior high schools. Until now developing in various levels of education ranging from elementary
school to college. The purpose of this study focused on: (1) the competence to lesson planning; (2) the
competence of the implementation of learning. Collecting data in this study using observation, interview
and test. The results of this research are: (1) competence of learning plan has strengthening, especially
making learning objectives, subject matter, learning activities and assessment; (2) competence to implement
learning experience strengthening, especially introductory activity, demonstration, and guidance.
1 INTRODUCTION
The pattern of teacher development undertaken by
the Ministry of Education and Culture of Indonesian
Republic (Kemdikbud) began to shift from training
in the ministries towards mentoring in schools. That
is with the optimization program teacher learning
community (KKG) in elementary school and teacher
learning community of subject matter (MGMP) in
junior school in the form of financial aid and
mentoring.
Universities participate in the study and
implementation of School-Based Lesson Study
(LSBS). Lesson Study as a model of teacher
professional development through collaborative
learning and continuous learning based on the
principles of collegiality and mutual learning to
build learning communities. Lesson Study activities
are developed learning that can encourage students
to learn actively, creatively, effectively, and fun
through hands-on dan mind-on activity, daily life,
dan local materials (Hendayana, 2007). Cheng and
Ling (2012) explained that lesson study is a
collaborative effort in conducting action research to
improve the effectiveness of learning.
Presumably Lesson Study is in line with the
program of KKG and MGMP optimization which
was launched by Kemdikbud. In Lesson study, there
is a study of learning and improving the
effectiveness of learning. Then what about teacher
competence? whether the lesson study can provide
empowerment to teachers, especially primary school
teachers.
This study focuses on issues: (1) how is the
competence of teacher planning lesson? (2) how is
the competence of teachers in implementing
learning? Based on the problem, the purpose of this
research is: (1) to describe teacher learning planning
competence; (2) describe the competence of teachers
in implementing learning.
2 METHODS
This research use case study method. Case study is
an empirical process of seeking knowledge to
investigate and examine phenomena in real-life
contexts (Yin, 1999). This research is conducted in
the context of school and teacher development
programs. This program is a collaboration between
schools and universities.
Participant in this research is a teacher at two
elementary schools in one city in Indonesia. The
participant profile as follows:
Salimi, M., Susiani, T. and Suhartono, S.
Strengthening Teacher Competence Through Lesson Study - An Indonesian Elementary School Experience.
In Proceedings of the 1st International Conference on Educational Sciences (ICES 2017) - Volume 2, pages 299-301
ISBN: 978-989-758-314-8
Copyright © 2018 by SCITEPRESS – Science and Technology Publications, Lda. All rights reserved
299

Table 1: Participants.
School/
Participant
Specialist
Education
Degree
Start
Teach
ing
School A
Headmaster Civic Edu-
cation
Bachelor 2011
Teacher Class VI Bachelor 2003
Teacher Physical
Edu-cation
Bachelor
2004
Teacher Class II Bachelor 2004
Teacher Class VI Bachelor 2008
Teacher Class V Bachelor 2013
Teacher Class V Bachelor 2004
Teacher Class IV Bachelor 2009
Teacher Class III Bachelor 2008
Teacher Kelas IV Bachelor 2008
School B
Headmaster Civic Edu-
cation
Master 2006
Teacher Physical
Edu-cation
Diploma 2011
Teacher Class V Bachelor 2010
Teacher Class IV Bachelor 2010
Teacher Class VI Bachelor 2010
Teacher Class I Bachelor 2002
Teacher Computer
Edu-cation
Bachelor 2008
Teacher Class II Bachelor 2005
Teacher Class III Bachelor 2009
Teacher Class II Bachelor 2006
Data collection in this research is done by
observation, questionnaire and interview.
Observation is done with in order to obtain a picture
of the implementation of learning. Questionnaire to
get a picture of the ability of learning planning.
Meanwhile, the interview was conducted in order to
deepen the information based on observation and
questionnaire, also used in the framework of
verification of observation data and questionnaire.
Data analysis took the form of constant
comparative analysis whereby themes were
identified and coded as they surfaced across all
interview questions.
3 RESULTS AND DISCUSSION
3.1 Competence of Knowledge about
the Concept of Learning
Based on the results of questionnaire data analysis,
there is a strengthening of the competence of
knowledge about the pursuit, as in the following
table:
Table 2: Development of knowledge.
Component of
Knowledge
Competency
Before After
Learning
Strategies
50% 70%
Learning
Objectives
40% 60%
Learning
Methods
40% 60%
Learning
Assessment
80% 80%
With regard to the components of learning
strategies, teachers experience strengthening of
knowledge. Initially teachers of some teachers
answered did not know about learning strategy,
finally after lesson study program know the concept
of learning strategy. Most responded that learning
strategies are the way teachers choose to deliver
learning materials.
With regard to learning objectives, most do not
know the concept of learning objectives. After the
lesson study program, the teacher explained that the
purpose of learning is the translation of basic
competencies in the form of affective and
psychomotor cognitive.
With regard to learning objectives, most do not
know the concept of learning objectives. After the
lesson study program, the teacher explains that the
learning objective is a basic competence of
cognitive, affective, and psychomotor. Strengthening
is in line with the results of research Gutierez (2016)
that with lesson study can improve knowledge
content science and learning strategies.
3.2 Competence of Learning Planning
The development of learning planning
competencies, seen from the four main aspects of
lesson plan (RPP) is good, namely:
a. Teachers pay more attention to basic-
competence (KD) hierarchy in order to
determine the material and develop indicators
of achievement of competence
b. Teachers pay more attention to the structure
of each KD in order to prepare materials and
indicators of achievement of competence
c. Teachers pay more attention to the structure
of learning objectives in the form of
audience-behavior-condition-degree (ABCD)
in order to develop learning objectives
d. Teachers pay more attention to indicators of
achievement of competence in order to
ICES 2017 - 1st International Conference on Educational Sciences
300

arrange learning activities and evaluation
tools.
Some of these impacts related to learning
planning reinforce the results of research conducted
by Dotger (2015) and Marsigit (2009). Dotger and
Marsigit suggest that lesson study allows teachers to
collaborate- discussions in curriculum and learning.
In fact, with lesson study teachers can conduct
teaching research in order to achieve teaching
objectives (Lewis, 2009).
3.3 Competence of Learning
Implementation
The development of competence of learning
implementation, seen from the pattern of activities
and time management, namely:
a. Teachers have implemented learning
sequence patterns of introduction,
demonstration, practice and mentorship, and
presentation
b. Teachers pay more attention to the larger
portion of time for demonstration, practice
and mentoring activities.
These results prove that lesson study can have a
reflective effect on teachers' thinking to improve
their learning (Myers, 2013; Grant and Kline, 2010).
4 CONCLUSIONS
The results of this research are: (1) competence of
learning plan has strengthening, especially making
learning objectives, subject matter, learning
activities and assessment; (2) competence to
implement learning experience strengthening,
especially introductory activity, demonstration, and
guidance.
ACKNOWLEDGEMENTS
Acknowledgments are given to the Coordinator of
Research and Community Service (KPPM) and the
Internationalization Unit of the Teacher Training
and Education Faculty (FKIP) Sebelas Maret
University which has provided support for research.
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