Lesson Study, Efforts to Develop a Professional Teacher


If you want your students smart and creative, Do not force them to study hard. Do not also forced to diligently read. But, you have to study hard. You must read a lot. That’s what made Muchlas Joshua, in the seminars and workshops “Seeking Solutions Continuing Education Quality Improvement” which was held at the Three publishers Plaza Hotel Tegal, Saturday: March 22, 2008.

Study hard and diligent reading indeed a powerful weapon that was brought teachers to the students with problems in learning. Students who can not work on the problems or students who could not answer when asked, often sentenced to no less a lot of studying or reading. They are often blamed, although with a different treatment. While the techniques, methods and learning approaches are used, often escaped from the observations.
Although quality improvement has been carried out; a variety of techniques, methods and pendeketan learning have much to offer. All that remains has not been able to increase the quality of education our country. Why is that? To answer this question, Stigler and Hiebert (1999: 115-150, in Muchlas Joshua) proposed that the lesson study as a form of teacher professional development that can assist in repairing / improving the quality of practice learning in the classroom (classroom practices).

Lesson Study, Why?
Lesson study is a form of professional development (professional develompent) teachers in an effort to improve the practice of classroom learning. Lesson study is designed so that education can provide a clear direction for efforts to raise the quality of learning.
Improving the quality of education that never arrived according to Stigler and Hiebert, occurred because of lack of teachers we will understand the nature of learning. According to the TIMSS video study (in Muchlas): teaching is a cultural activity, the acquisition occurred through a process of observation and participation in a culture where we are and happened in the span of time.

Evidence that teaching is a cultural activity such as: that children who have not attended any school play-school. And when the child starts school, first day at school since they can observe the learning that is involved in the life of his teacher and class. This is an indirect form ‘mental picture’ which over time will become stronger rooted in the lives of such children who will become teachers like us. It is this process that happens to us during their studies at school to college. Of course ‘mental picture’ concerning teaching standards, that’s what the flesh-and entrenched in our self that ultimately are subconscious (unconscious) operate in our teaching activities.

Who have a mental picture-meat standards, that is hard to change, because of cultural activities are stable against the passage of time. If we want to improve learning, then the system aspects and aspects of existing culture must recognize and work on first. So it was not their students are always pressured to study hard or diligently read, but gurunyalah who should learn more: how to teach effectively and efficiently, how to manage the class better, how to handle a troubled child with a smart and how to objectively evaluate the learning outcome. All that we have to learn and under our control. Then, create a ‘mental picture’ good in themselves the students that we even still have to study hard and still must be diligent in reading the book, have the creativity, valid polite and respectful to others, willing to ask and answer questions, industrious and diligent in religious duties, applicable honest, open, fair, and others. All it will provide a good example for all students, so that subconsciously the students will follow our pattern.

Lesson Study Implementation
Lesson study is a form of collective professional development of teachers and give focus totally on improving classroom learning that relies on the core activities of research lesson. Research lesson is learning activities prepared jointly by the subject teachers in a school (some schools) through a careful and detailed weekly or monthly meetings and conducted by one of the lesson study in his own class. While the lesson study team members who served as observers of other students’ learning process during learning.

Not observed how teachers teach, but how students learn, how students ‘interest and motivation to learn, how students’ thinking process, antausiasme students in learning, social behavior of students and the difficulties faced by students in learning activities, etc. that must be observed and explored together to be fixed. Furthermore, in order to lesson study can be done well and provide benefits in the improvement of teaching practice in the classroom, several things must be done: First, form a lesson study group whose members come from similar maple teacher at school or in the KKG / Support Groups. Second, members of the lesson study jointly determining deliberation compile teaching materials and learning tools that will be used in the research lesson. Third, deliberation jointly develop the necessary tools of observation, for example: questionnaire/observation sheet, sheet check list, and so forth. This will assist and facilitate teachers in lesson study team observed students learning process. Fourth, together to discuss the results of the findings in the field (observation in the classroom), regular and sustained by members of his group. From these group discussions are expected to be able to find techniques and methods of delivery of learning materials that can motivate students. So the practice of learning by teacher in class, can be achieved optimally. And, more important is unity among school members (students, teachers, employees, principals, and other stakeholders) in building a ‘mental picture’ of students. This means that there must be alignment, balance and harmony in carrying out programs that have been established schools, especially in efforts to form the character and personality of students.

Finally, the successful implementation of lesson study as a venue for teacher professional development will provide a positive impact on improving the quality of education or not, depends to understanding us all. Is this understanding will be followed up with concrete steps, or just a theory we should know as we already felt comfortable with the status quo, such as the usual practice of the learning we do?.


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