Implementation Lesson Study to Improve Teacher’s Pedagogical

Competences in SMKS Pembangunan Ternate

E. Purwati

, B. Alhaddad

, S. Yunita

Geography Education Study Program, Khairun University, Ternate, North Maluku, Indonesia.

Early Childhood Education Study Program, Khairun University, Ternate, North Maluku, Indonesia.

Indonesian Language Education Study Program, Khairun University, Ternate, North Maluku, Indonesia.

Keywords: Implementation, Lesson Study, Teacher Pedagogy Competence

Abstract: Teacher as curriculum developer has to constantly improve their competence in supporting his profession,

especially at vocational high school which the output must be able to be absorbed by the industry has not

fully shown the good result. This is due to the teacher’s competency that is not trained consistently in

accordance with the demands of the applicable curriculum. The implementation of teacher development

model has not been able to maximally improve teacher competencies because the coaching model that has

been carried out by schools is still an accidental form. The purposes of this study are: (i) To know the

implementation of lesson study to improve teacher’s pedagogic competence at SMKS Pembangunan

Ternate (ii) To know the teacher’s response to the implementation of lesson study. This research is a quasi-

experimental one group pre-test and post-test design with questionnaire data collection techniques,

observation, and interviews. The results of the measurement tests that have been carried out indicated that

there is an increase in teacher pedagogical competencies (teachers' insights about students, ability to

develop learning tools and ability to manage class room learning) after being given lesson study coaching.

The response given by the teachers at SMKS Pembangunan was very good and benefited greatly from the

implementation of lesson study.

1 INTRODUCTION

Development in the field of education requires

continuous and systematic quality improvement

efforts. Teachers who are given responsibility for

vocational secondary education are no exception.

This is due to global demands that require output

from a vocational secondary education to have high

adaptability and competitiveness in order to be able

to meet market needs in business and industry.

One of the main competencies needed by a

teacher in carrying out its functions according to the

Law is pedagogical competence. But in fact,

competencies that should be mastered by the teacher

are not in accordance with the real conditions in the

school. Indicators that indicate that the teacher's

pedagogical competency is inadequate, namely; first,

the results of evaluations conducted in the form of

either internal or external supervision indicate that

these teachers still need training and mentoring to

improve their pedagogical competencies. This can

be seen from the results of observations of the

supervisors who gave a lot of input to the teacher in

terms of improving the quality of learning in the

classroom. Second, the administration of learning

devices used in the learning process is incomplete.

Third, the relevance of the formulation of learning

designs made by teachers is not fully appropriate.

Fourth, learning carried out by teachers in the

classroom still uses conventional learning.

Theoretically, there are many models of

coaching that can be done to improve teacher

pedagogical competence. However, coaching efforts

that are predicted to be able to answer the problems

experienced are by applying lesson study. Lesson

study is one model of the professional development

approach through "learning from practice". In lesson

study, the teachers formulate learning objectives;

collaboratively working on "learning research";

observe, document and discuss student responses to

learning; and review the learning. The activity is

collaborative learning. So, lesson study becomes a

consistent and effective process for improving

teacher pedagogical competence (Perry et al, 2009).

Purwati, E., Alhaddad, B. and Yunita, S.

Implementation Lesson Study to Improve Teachers’ Pedagogical Competences in SMKS Pembangunan Ternate.

DOI: 10.5220/0008897400560059

In Proceedings of the 1st International Conference on Teaching and Learning (ICTL 2018), pages 56-59

ISBN: 978-989-758-439-8

1.1 Training of Lesson Study

Lesson study is a program to improve the quality of

Japanese-style learning which is considered to be the

key to Japan's success in improving the quality of

education (Stigler & Hiebert in Widodo et al,

2007).Lesson study is one of the strategies for

teacher professional development. The teacher group

develops learning together, one teacher is assigned

to carry out learning, the other teacher observes

student learning. This process is carried out during

learning. At the end of the activity, the teachers

gathered and asked questions about the learning that

was done, revised and compiled the next lesson

based on the results of the discussion. So that it can

be said that, lesson study is a model of educator

professional development through the study of

collaborative and sustainable learning based on the

principles of collegiality and mutual learning to

build a learning community (Santyasa, 2009).

Pedagogic competence is a skill or ability that

must be mastered by a teacher in seeing the

characteristics of students from various aspects of

life, both moral, emotional, and intellectual. The

implications of this ability certainly can be seen

from the teacher's ability to master the principles of

learning, ranging from learning theory to mastery of

teaching materials.

According to the rules about the teachers, that

teacher pedagogical competence is the ability of

teachers in managing learning of students which at

least includes: understanding insight or educational

foundation, understanding of students, developing

curriculum/syllabus, learning design, implementing

learning that is educational and dialogic, utilization

technology in learning, evaluation of learning

outcomes, and development of students to actualize

their various potentials.

This training and mentoring are given in 2

stages, namely; socialization stage by giving an

understanding of the lesson study concept to all

teachers. Preparation of learning design, application

of the design and reflection on the results of the

open class. The second stage is to provide intensive

assistance to the teacher model in compiling future

mapping. Implementing the design in class and then

with other teachers reflecting to redesign it again

based on reflection analysis.

Figure 1: Future Mapping English Language Subject.

At the time of drafting the learning plan (future

mapping), other subject teachers were involved so

that the atmosphere of the discussion became more

collaborative and the positive results were seen in

the results of the learning design. The collaboration

is very helpful for the model teacher to share and

give constructive input to each other for improving

the next lesson. Collaborative lesson study provides

benefits for teachers and students. The form of

benefits obtained by the teacher is to give the teacher

the opportunity to think more carefully about the

goals and material to be learned by the students.

Building capacity through collegial learning, which

is mutual learning about things, that are perceived as

lacking in knowledge and skills for guiding students

(Abizar, 2017)

Implementation Lesson Study to Improve Teachers’ Pedagogical Competences in SMKS Pembangunan Ternate

The thing that was felt differently by the teacher

involved in lesson study compared to the training

model that had been followed before was in the

process of designing learning scenarios that did not

touch on the needs and difficulties faced by students.

In lesson study design, it was seen that target

participants were targeted by the methods/models of

treatment to be applied in learning. Learning

scenarios designed to directly lead to how to help

target participants (low ability) can resolve the

difficulties and understand or complete learning

materials at that time.

2 METHOD

This research is a quasi-experimental one group

pretest-posttest design with questionnaire data

collection techniques, observation, and interviews.

This research only measures the impact of the

implementation of lesson study on groups of

teachers sampled. The pre-test was given to the

teacher before lesson study training was conducted

to measure teacher pedagogy knowledge. After the

teacher gets lesson study training, a post-test is

conducted. Then the data is processed by using

SSPS.

To find out the teacher's ability to design

learning is done with training before lesson study

after lesson study is applied. Then to find out how

the teacher's response to the implementation of

lesson study in the school was conducted by

interview.

Figure 2: Design of research

3 RESULTS AND DISCUSSION

Based on the result of the results of the significance

of the pretest for data normality test show 0.99> 0.05

which means that the data obtained from the results

of the teacher's pretest were normally distributed.

The data obtained from the teacher's posttest results

show 0.871> 0.05 which means that the data are also

normally distributed (table 1).

Table 1: Data normality test.

4 CONCLUSION

Teacher's pedagogical competence in the knowledge

aspect during the implementation process of lesson

study teachers' understanding of students is better.

The teachers become more observant in identifying

learners' difficulties. They can make learning

solutions according to the needs of students. The

design of learning ability, the teacher make

formulation of learning objectives has met the

principles of audience, behavior, conditioning, and

degree. The model teacher began to be trained in

translating the scientific approach into the learning

process. Another positive benefit obtained by the

teacher is the creation of a culture of collegiality,

which is how between teacher colleagues can freely

share to improve the quality of their respective

abilities. The awareness of mutual learning

relationships between teachers, so it does not make it

more awkward for other teachers to learn from each

other and complement each other's shortcomings.

And the most important thing that changes in the

school felt was the formation of learning

communities even though it was still limited to one

small group.

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Implementation Lesson Study to Improve Teachers’ Pedagogical Competences in SMKS Pembangunan Ternate