The Improvement of Teachers’ Competences through Lesson Study

at SMP Negeri 6 Kota Ternate

Naniek Jusnita

, Ariyanti Jalal

Sumarni Sahjat

, and Astuti Salim

English Language Education Study Program, Khairun University, Ternate-Indonesia

Mathematics Education Study Program, Khairun University, Ternate-Indonesia

Physics Education Study Program, Khairun University, Ternate-Indonesia

Keywords: Lesson Study, Pedagogic Competence.

Abstract: This research aimed at improving teachers’ competence in teaching and learning process through Lesson

Study at SMP Negeri 6 Kota Ternate. This is a descriptive research using quantitative and qualitative

approach. It described the detail of teaching and learning process through Lesson Study. The subject

involved teachers of science who has joined the Lesson Study Training. The data were collected through

interview, observation and documentation. Learning process through lesson study had done in 3 cycles

following time allocation and topics chosen. Every cycle consist three (3) phases: 1) Plan, 2)

Do and 3)

See. The data were analyzed in descriptive quantitative and qualitative. It required data of reduction, data of

presentation and data of verification.

The result showed that the improvement of teacher’s competence in

teaching and learning process was 76.77% with high qualification. This finding also supported by the

increasing of students’ learning activities was 68.13% of active qualification. Additional supporting factors

came from positive response of headmaster, curriculum responsibility and teachers from discipline

knowledge at school. Unless, the obstacles factors were limitation of time, very less teacher involved in this

research and difficult to arrange schedule with teacher while invited as observer.

1 INTRODUCTION

An issue of education to be immediately solved is

quality of education, especially quality of learning.

From the various conditions and potentials that exist,

efforts that can be made with regard to improving

the quality of learning in schools are developing

students-oriented and facilitating community needs

for sustainable education, (Catherine Lewis, 2004).

Currently, Lesson Study (LS) is interesting to be

discussed as an alternative approach to maintain the

problem of teaching and learning practices that have

been considered less effective. Teaching and

learning process in Indonesia generally tended to be

conventionally through oral communication

techniques. This is more emphasize on how the

teachers teach (teacher-centred) than on how the

students learn (student-centred), and as results it was

not contributing much to improve the quality of

student learning processes and outcomes. To change

the teaching practice to be more on student-centred

learning is indeed not easy, especially among

teachers who belong to the laggard group (refusal to

change / innovation), (Slamet Mulyana, 2007).

The stages of Lesson Study (LS) implementation

as follows: 1) Plan (Teaching Planning), 2) Do

(Carrying out the teaching planning), 3) See

(Carrying out reflection and discussion with the

observer). Lesson Study (LS) includes the latest

approach to improve Teaching and learning in the

development of learning activities, (Hendayana et

al., 2006).

In 2012, Khairun University in particular FKIP

was entrusted and funded by DIKTI to implement

Lesson Study (LS) in lecturers. In this activity the

lecturer carries out learning by applying the Lesson

Study (LS) approach. From the results of these

activities, in 2013 FKIP conducted a socialization of

Lesson Study (LS) to stakeholders (education

offices, middle and high school principals and

teacher representatives from each school). But from

the results of the socialization, teachers have not

implemented Lesson Study (LS) in schools (classes).

Therefore, through this research we strive to apply

the Lesson Study (LS) learning approach in schools

314

Jusnita, N., Jalal, A., Sahjat, S. and Salim, A.

The Improvement of Teachers’ Competences through Lesson Study at SMP Negeri 6 Kota Ternate.

DOI: 10.5220/0008901503140320

In Proceedings of the 1st International Conference on Teaching and Learning (ICTL 2018), pages 314-320

ISBN: 978-989-758-439-8

through collaboration with teachers. In the

collaboration together (1) identify learning

problems, (2) plan learning steps as identified

problem solving efforts, (3) carry out learning

carried out by one of the selected teachers (agreed),

while other teachers and the research team observed

the learning process, (4) evaluated the learning

process that had been carried out, (5) improved

learning planning based on the results of the

evaluation, (6) carried out the learning again, (7) re-

evaluated the learning that had been carried out, and

(8) shared ) experience and findings from the results

of the evaluation to other teachers.

However, the fact shows that each student has

different on ability, character, and background that

require different treatment. In this case Lesson Study

seems to be used as an alternative to encourage

changes in learning practices in Indonesia towards

an effective direction. Lesson study (LS) was

developed for the first time in Japan which was

carried out as a program for developing teacher

professionalism. Lesson Study (LS) is believed to be

successful in improving learning practices.

According to Sparks (1999), Lesson Study (LS) is a

collaborative process carried out by a group of

teachers in identifying learning problems, planning

improvements in learning, implementing learning

with one teacher teaching while other teachers as

observers, evaluating and revising learning,

implementing learning which has been revised based

on the results of the evaluation, evaluates again, and

shares (disseminates) the results to other teachers.

While Friedkin (2005) defines Lesson Study (LS) as

a process that involves teachers working together to

plan, observe, analyze, and improve learning.

Learning in Lesson Study (LS) is often also referred

to as "research lesson" or research learning.

According to Baba (2007), Lesson Study (LS)

refers to the process of teachers progressively strive

to improve their learning methods by working with

other teachers. Whereas Sukirman (2006) views

Lesson Study (LS) as 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 learning communities. Thus Lesson Study

(LS) is not a learning method or learning strategy.

However, in a Lesson Study activity (LS) various

methods, strategies, or learning approaches can be

used that are appropriate to the situation, conditions,

and problems faced by educators. Lewis (2002),

describes these processes as steps of collaboration

with teachers to plan (plan), observe (observe), and

reflect (reflect) on learning (lessons). Furthermore,

he stated, that Lesson Study (LS) is a complex

process, supported by collaborative goal setting,

observation in collecting data about student learning,

and agreements that provide productive

opportunities for discussion on difficult issues.

Lesson Study (LS) is essentially a continuous activity

that has practical implications in education.

Referring to some of the above meanings, Lesson

Study (LS) can be interpreted as a collaborative

process from a group of teachers to jointly: (1)

identify learning problems felt by the teacher (one or

a group of teachers), (2 ) planning learning steps (as

identified problem solving efforts), (3) carrying out

learning carried out by one of the selected teachers

(agreed), while other teachers observe the learning

process, (4) evaluate the learning process that has

been done (5 ) improve learning planning based on

evaluation results (6) carry out learning again, (7) re-

evaluate learning that has been carried out, and (8)

share (disseminate) the experiences and findings of

the evaluation results to other teachers. A series of

steps can be grouped into three stages or activities,

namely (1) planning (PLAN), which includes

activities to identify learning problems, learning

innovation ideas, and designing learning, (2)

implementation (DO), namely implementing

learning design , and (3) evaluation or reflection

(SEE), namely evaluating the implementation of

learning. Thus, the stages form a repetitive stage

which can be described as follows:

Figure 1: Activity Design of Lesson Study.

In general, there are three steps of Lesson Study

activities (LS), namely (1) the planning stage (Plan),

(2) the implementation stage (Do), and (3) the

reflection stage (See). The following are described

in each steps.

1. Planning (Plan)

This stage aims to produce learning plans that are

believed more effective to teach students and

generate student participation in learning. In

planning, the teacher collaboratively shares ideas in

developing learning designs to produce ways of

organizing teaching materials, learning processes,

and preparing learning aids. Before implementing it

PLAN

(Perencan

aan)

SEE

(REFLEK

SI)

(Pelaksan

aan)

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315

in class, the learning design that has been prepared is

then simulated. At this stage, observational

procedures and instruments are required for

observation.

2. Implementation (DO)

The implementation phase of Lesson Study (LS)

aims to implement learning design. In the

implementation process, one teacher acts as the

implementer of the Lesson Study (LS) and the other

teacher as the observer. The focus of observation is

not on the appearance of the teaching teacher, but

rather on the student learning activities based on

procedures and instruments agreed upon at the

planning stage. Observers are not permitted to

interfere with the learning process.

3. Reflection

The purpose of reflection is to find the advantages

and disadvantages of implementing learning. The

activity begins with the delivery of impressions from

the learner and is then given to the observer. Critics

and suggestions are directed at improving the quality

of learning and wisely delivered without degrading

or hurting teachers who teach. Positive input can be

used to redesign better learning.

Formulation of Competence

Republic of Indonesia Law Number 20 of 2003

concerning National Education System (UU-

Sisdiknas) followed by Republic of Indonesia Law

Number 14 of 2005 concerning Teachers and

Lecturers (UU-GD) and Republic of Indonesia

Government Regulation Number 19 of 2005

concerning National Education Standards ( PP-

SNP), conceptually and empirically requires

adjusting the level of policy that will be used as a

reference for compiling various programs, including

teacher education.

Competency is defined as the roundness of

mastery of knowledge, skills and attitudes displayed

through the performance that is expected to be

achieved by someone after completing an education

program. According to Kepmendiknas No. 045 / U /

2002, competence is defined as a set of intelligent

and responsible actions that a person has as a

condition to be considered capable by the

community in carrying out tasks according to a

particular job.

As is stated in Article 28 of RI Law No. 19/2005,

a teacher must have four types of competencies.

First, personal competence, which is a personal

ability that reflects a stable, mature, wise,

authoritative personality, becomes a role model for

students, and has a noble character. Second,

pedagogic competence is the ability related to the

understanding of students and managers of learning

that is educational and dialogical. Third,

professional competence, namely the ability related

to mastery of learning material in a broad and in-

depth field of study which includes mastering the

substance of the contents of subject matter

curriculum in school and scientific substance that

cover the curriculum material, as well as adding

scientific insight as a teacher. Fourth, social

competence is the ability of educators as part of the

community to communicate and interact effectively

with students, fellow educators, education staff,

parents / guardians of students, and the surrounding

community. The four competencies are formally

proven with an educator certificate. Minimum

academic qualifications are obtained through higher

education, while educator competency certificates

are obtained after completing the educator's

professional education program and passing the

educator certification exam. This test aims to control

the quality of the results of education, so that the

hope of someone who has passed is believed to be

able to carry out the task of educating, teaching,

training, guiding and evaluating the learning

outcomes of students. According to Houston W. R

(1974), a person's level of competence does not only

refer to the quantity of work, but also points to the

quality of his work. This means that someone who

has passed the certification, besides the quantity of

work is adequate, the quality of his work is also

good.

According to Amy J. Phelps & Cherin Lee

(2003), good teachers (especially science teachers)

should access preconceptions about learning carried

out by future teachers, who are able to develop

specific pedagogics that are in accordance with the

disciplines to be taught and teachers who teach

according to what they think (not only based on

facts). The survey by Kelly Morgan Deters (2006)

shows that there are still many teachers who teach

too many topics in class and pursue material targets

by referring to the standard handbook. This results

in teacher professionalism not being formed and

students having difficulty understanding the concept.

It was further stated that it is better to teach fewer

topics but focus and depth, so that learning becomes

more meaningful in meeting needs and building

students' thinking skills. By encouraging interest in

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students, students will be able to expand their own

understanding on other topics.

Pedagogic competence is the ability that must be

possessed by the teacher regarding the

characteristics of students viewed from various

aspects such as physical, moral, social, cultural,

emotional, and intellectual. This implies that a

teacher must be able to master learning theory and

the principles of learning that educate because

students have different characters, characteristics,

and interests. With regard to the implementation of

the curriculum, a teacher must be able to develop a

curriculum at the level of each education unit and

adapt it to local needs. Teachers must be able to

optimize the potential of students to actualize their

abilities in the classroom, and must be able to assess

the learning activities that have been carried out. The

teacher's pedagogical competence consisted of 5

indicators with 22 competency items assessed. The

five indicators include: 1) Ability to understand

students, 2) Ability to make learning design, 3)

Ability to carry out educational and dialogical

learning, 4) Ability to evaluate learning outcomes,

and 5) Ability to develop students to actualize

various potentials they have.

2 METHODS

Based on the following research questions 1) How

was the process of lesson study in improving teacher

competence? 2) What supporting factors and

obstacles had involved in LS process? This is a

descriptive research using quantitative and

qualitative approach. It described the detail of

teaching and learning process through Lesson Study.

The subject involved teachers of science who has

joined the Lesson Study Training. The data were

collected through interview, observation and

documentation. An interview was conducted to get

datail data of teacher pedagogic competency through

LS.Observation techniques are carried out by

observing the behavior, events or activities of the

person or group of people studied, then recording the

results to find out what really happened. (Aunu RJ,

2013). The Guttman scale is used to get clear

information with Yes (1) or No (0) in the form of a

checklist, (Sugiyono, 2011). Documents are

interpreted as written notes or images stored about

something that has happened. Documents are facts

and data stored in various materials in the form of

documentation. (Aunu RJ, 2013).

The documentations were used to obtain data and

information in the form of writing, pictures, photos

of lesson study implementation activities.

2.1 Research Subject

The research subjects were all the teacher of science

in SMP Negeri 6 Kota Ternate consist of 9 teachers

who had been conducted Lesson Study. However,

only one teacher who fulfilled the requirement.

2.2 Research Design

A reserach design can be describe as follows:

Figure 2: Research Procedure.

2.3 Research Procedure

The procedure of this research using learning system

development method applied in lesson research with

Lewis's lesson study model (2002). The

implementation is planned in 3 stages that are

adjusted to the time allocation and subject matter

chosen. Each stage consists of 3 activities, namely:

1) Planning (Plan); 2) Implementation and

Observation (Do); 3) Reflection (See). The

procedure of research is determining the stages,

namely:

First stage:

a. Planning (PLAN) stage of learning planning

group members compile lesson plans (RPP),

process of assessment instruments and learning

observation sheets.

b. Implementation and observation (DO), lesson

plans that have been arranged together are

implemented in the classroom by the teacher

implementing the learning. Group members as

observers will collect data during learning

process

PLAN

SEE

PLAN

SEE

PLAN

SEE

The Improvement of Teachers’ Competences through Lesson Study at SMP Negeri 6 Kota Ternate

317

c. Reflection (SEE), aims to overcome problems,

by modifying the previous plan according to

field data. The learning process that has been

carried out needs reflection and is analyzed

immediately after learning is complete. The

results of reflection are used as input for the

improvement or revision of the following

lesson plan.

Second stage:

The second stage step is carried out as in the first

stage but is preceded by re-planning based on the

results obtained in the first stage, so that the

weaknesses that occur in the first stage do not occur

in the second stage.

Third Stage:

The third step is carried out as in the first and second

stages, but preceded by re-planning based on the

results obtained in the second stage, so that the

weaknesses that occur in the second stage do not

occur in the third stage.

2.4 Data Analysis Techniques

Data analysis was carried out in quantitative and

qualitative descriptive using the flow approach when

carried out by Plan, Do, See activities. The data

analysis technique refers to the opinion of Sukardi

(2006), namely:

2.4.1 Data Reduction

Data reduction as a selection process, focusing on

simplification, abstracting "rough" data obtained

from field data. The process of data analysis begins

by examining all available data from various

sources. In this case the researcher records the

results of observations and interviews and

questionnaires relating to the problems that have

been formulated in background section.

2.4.2 Presentation of Data

The presentation of data was used in a form of

narrative text accompanied by charts and tables

whose contents relate to this research.

2.4.3 Data Verification

Verification or conclusion is an important step.

Since the beginning of data collection, researchers

had identified symptoms that have meaning. In this

verification data the results have been examined

based on the data obtained.

The validity of the data refers to several

indicators, Putra (2012), mention that there are four

indicators that are set to check the validity of data in

qualitative research, the four indicators are

credibility, transferability, dependability, and

confirmation. Credibility is that research must be

trustworthy. Transferability is the response,

interpretation, the research can be utilized,

transferred to other conditions and situations.

Dependability is a complete, in-depth and detailed

research process related to procedures, stages and

use of various data collection techniques.

Confirmation is a necessity for researchers to

discuss and build understanding with the participants

in connection with findings of the research.

To find out the improvement of teacher's

pedagogic competence, Guttman's scale is used.

Where the Guttman scale is a scale that wants a type

of firm answer, like right-wrong answers, yes-no,

never-never, negative, high-low, good-bad, and so

on. There are only two intervals, that is, agree and

disagree. it can be made in multiple choice or

checklist. For positive answers such as correct, yes,

high, good, and etc it given a score of 1; whereas for

negative answers like wrong, not, low, bad are given

a score of 0.

To improve teachers’ pedagogic competence, it

used N-gain formula as follow:

N-Gain = S

post

– S

pre

/ S

max

- S

pre

Ket:

post

: Score of posttest

pre

: Score of pretest

maks

: Score of maximum ideal

Score of criteria can be seen in the following table:

Table 1: Score of Criteria of N-Gain.

Score

Scale

g > 0.7

0.3 < g ≤ 0.7

g ≤ 0.3

High

Medium

Low

3 RESULTS AND DISCUSSION

Based on the data description of analysis results, the

improvement of pedagogical competence through

lesson study showed that there was an increasing of

teacher’s pedagogical competencies of 76,77% with

high qualifications. Where the teacher is one of the

ICTL 2018 - The 1st International Conference on Teaching and Learning

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keys to success students in learning. Teachers who

are competent in their fields are one factors that

influence student learning activities and outcomes.

This can be seen from the analysis of student activity

after learning through Lesson Study that was

obtained at 68.13% active qualifications. The

success of a learning depends on the four

competencies of the teacher in managing learning,

one of which is pedagogic competence.

Pedagogic competencies possessed by teachers

in teaching have an important role in the teaching-

learning process and determine the success of

student learning level. Teachers are said to have

pedagogical competencies of at least 1) Ability to

understand students, 2) Ability to make learning

design, 3) Ability to carry out educational and

dialogical learning, 4) Ability to evaluate learning

outcomes, and 5) Ability to develop students to

actualize the various potentials they have. From the

five competency indicators, based on the results of

observations on Lesson Study activities, they were

obtained: 1) the teacher model was able to develop a

learning plan based on the strategies chosen

effectively and efficiently, 2) the teacher model

understood the characteristics of students by

utilizing the principles of collegiality, 3) the teacher

model carries out conducive learning, 4) the teacher

model was able to facilitate students to develop their

various potentials, 5) the teacher model was also

able to carry out educational and dialogical learning

even though not all students can interact when

teaching and learning activities and group

discussions took place. In the implementation of

learning activities (DO), 6) the teacher model was

able to evaluate after learning process but, has not

carried out an evaluation when the teaching and

learning process taking place.

After the implementation of learning (DO), it is

continued with reflection (SEE). At the beginning of

the reflection activity, the model teacher is given the

opportunity to convey impressions about the

learning activities that have been carried out. In the

case of the lesson study activities presented, the

model teacher said that at first he felt nervous when

learning because the observers were lecturers and

teachers of other fields of study. After the model

teacher conveys his impressions, observers /

observers take turns responding to their responses

and impressions of the observed learning. Reflection

activities revealed some responses from observers /

observers that the learning process carried out by the

model teacher had been good starting from

preparation to implementation. Some things that still

need to be improved are in terms of grouping, there

are still some students who respond less to the

activities that are in learning so that the student

looks inactive and the model teacher must still see

the planned time of 2 X 45 minutes.

There were several factors that support the

implementation of lesson study activities as an effort

to improve teacher pedagogical competence, namely

high support from the school management, high

appreciation given from the principal and curriculum

to the implementation of Lesson Study as one efforts

to improve teacher competence in the classroom. In

line with the implementation of Lesson Study

revealed several inhibiting factors or constraints

experienced, namely limited time, lack of teacher

involvement, and difficulty in arranging schedules to

invite teachers to become observers due to the full

schedule of teachers.

4 CONCLUSIONS

The implementation of Lesson Study takes place

well, where each lesson study stage starting from the

planning stage (PLAN), implementation (DO) to

reflection stage (SEE) can increase teacher

pedagogical competence by 0.55 with the medium

category and supported by an increase student

activity 0.41 medium category.

The researcher found several supporting factors

in the implementation of Lesson Study in SMP 6

Ternate, namely the full support of the principal,

curriculum and other study teachers, while the

inhibiting factors in the implementation of Lesson

Study were limited time, lack of teacher

involvement, difficulty in managing a schedule to

invite teachers to become observers due to the

teacher's full schedule.

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