Vol. 4 No. 1, 2018; pp. 11-22 ISSN: 2442-3750 (print); ISSN: 2527-6204 (online) http://ejournal.umm.ac.id/index.php/jpbi

Received: 05/03/2018 JPBI (JURNAL PENDIDIKAN BIOLOGI ) Revised: 21/03/2018 Accepted: 26/03/2018 Indonesian Journal of Biology Education

STRATEGIES FOR ESTABLISHING NETWORKING WITH PARTNER SCHOOLS FOR IMPLEMENTING LESSON STUDY IN INDONESIA

Nurwidodo1*, Sumar Hendayana2, Iin Hindun1, and Eri Sarimanah3 1Biology Education Department, Faculty of Teacher Training and Education, University of Malang, East , Indonesia 2Chemistry Department, Faculty of Mathematics and Sciences Education, Universitas Pendidikan Indonesia, and Indonesian Association of Lesson Study 1Biology Education Department, Faculty of Teacher Training and Education, University of Muhammadiyah Malang, East Java, Indonesia 3Faculty of Teacher Training and Education, Pakuan University, , West Java, Indonesia *corresponding e-mail: [email protected]

ABSTRACT Lesson Study for Learning Community (LSLC) contains two terminologies underpinning one another. There are many difficult challenges when the plan to create LSLC surfaces. Therefore, strong motivation and precise implementation strategies are of urgency. One of the ways is by developing networking of LSLC between universities and partner schools. The LSLC program will become powerful when it is done collaboratively in a form of strong partnership connected by networks. Writing this article aims to describe strategies for establishing networking with partner schools for implementing lesson study in Indonesia. This review article uses literature comparison study methods and use content analysis. In order for LSLC to manifest and become successful, resourcing and utilizing the partnership with schools are required. In a partnership with schools in order to implement LSLC, both parties must share the same need, which is facing the challenge with the willingness to cooperate for solving the problem. Cooperation with partner schools needs to be nurtured to become networking so that the benefits and the spirit of cooperation in solving problem double fold. Networking with partner schools can be implemented and can function well when the management of this networking conforms to shared needs, nurtures cooperation and mutual respect, gives and takes equally, and also promotes fair acceptance, support, independence, and discipline.

Keywords: Learning community, lesson study, networking

© 2018 Department of Biology Education, FTTE, University of Muhammadiyah Malang, Indonesia

INTRODUCTION World Association of Lesson Studies (WALS) in 2006 with 7 founding member countries and Lesson Study originating from Japan has council members representing 11 countries spread worldwide: Asia, Europe, Africa, around the world (Akiba, Howard, Wilkinson, Australia, and even America. Lesson study was & Whitacre, 2015; Akiba & Wilkinson, 2016). introduced in several countries through In WALS International Conference 2016 in collaboration Japan International Cooperation Exeter University-London at least 35 countries Agency (JICA) with the local government have called in for participation (Nurwidodo, (Burghes & Robinson, 2010; Matanluk, Johari, 2016). Many countries in their attempt to & Matanluk, 2013). It originated in Japan from transfer the Japanese model have developed Japanese Language “Jugyokenkyuu” (Kanauan their own perspectives on lesson study based on & Inprasitha, 2014; Lucenario, Yangco, indigenous school cultures, educational context, Punzalan, & Espinosa, 2016). and needs (Arani, Fukaya, & Lassegard, 2010; Lesson study has been practiced since the Cajkler, Wood, Norton, Pedder, & Xu, 2015). 1890s or over a century by Japanese teachers Lesson study has been known well in (Masaaki Sato, 2014; Syamsuri & Ibrohim, Indonesia due to the dissemination, 2011). It has spread internationally since the implementation, expansion, and implication late 1990s, leading to an establishment of the since the early 2000s (Suratno, 2012; Towaf,

Citation: Nurwidodo, N., Hendayana, S., Hindun, I., & Sarimanah, E. (2018). Strategies for establishing networking with partner schools for implementing lesson study in Indonesia. JPBI 11 (Jurnal Pendidikan Biologi Indonesia), 4(1), 11-22. https://doi.org/10.22219/jpbi.v4i1.5489

Nurwidodo et al / JPBI (Jurnal Pendidikan Biologi Indonesia) / 4 (1) (2018) pp. 11-22

2016). The quick spread in Indonesia shows Study for Learning Community (LSLC) and that Lesson Study is not only accepted as a one of the manifestations of this project is critical profession coaching scheme, but also called Lesson Study Club. has been developed intensively and acquired LSLC is a new concept coming about from support from many parties (Asari, 2017; the latest development of lesson study. This Wahyuningtyas, Ratnawati, & Adi, 2015; development moving towards Learning Widiadi & Utami, 2016). There are a great Community is based on the demand of number of education practitioners from diverse achieving quality in all aspects of its groups who are in favor and some others are implementation. Lesson Study needs to be against the implementation of lesson study and performed autonomously by its activists. The its benefits in improving the quality of automatic motivation from the activists education. This has been the biggest challenge (scholars) is the key factor because a strong for Lesson Study scholars in the field (Bjuland personal motivation will overcome all & Mosvold, 2015; Hadfield & Jopling, 2016). challenges ahead. With strong personal What is exactly a Lesson Study? Lesson motivation, the burdens of funding will be Study is a teacher profession coaching scheme alleviated. There will be no need for the formal (in-service training) which is conducted through approach (as the core of the activity) in assessment of learning by means of continuous implementing Lesson Study. The manifestation collegiate collaboration in order to achieve of learning society is the goal of LSLC improvement in the process and outcomes of (Mustadi, 2015; Nurwidodo, 2016; E. Saito et learning. In general, teachers refer lesson study al., 2015; Eisuke Saito & Sato, 2012; Masaaki as learning through three stages, namely plan, Sato, 2014). do, and see (Liliawati, Setiawan, & Efendi, There are six reasons for the importance of 2008). This definition is the most popular one implementing Lesson Study for Learning amongst teachers who are still unfamiliar with Community in schools. First, it is necessary for lesson study (Nurwidodo & Hindun, 2014). the maintenance of continuous professionalism Lesson study is not only an epistemology in the workplace (on the job training). Teachers (implementation procedures) nor merely (plan, are deemed to be able to work as professional do, and see), but also an ontology and axiology. forces and are required to continuously learn Ontology wise, lesson study is an assessment of (learning teachers). Even if the education and learning which is done collaboratively and learning theory have all been mastered, teachers collegially; while axiology wise, lesson study may not stop learning and in fact have to keep aims to improve the quality of learning process the spirit of learning in their heart (Hendayana, and outcomes (Nurwidodo, 2016). 2016). Learning theory which has been Lesson study in Indonesia in the first ten acquired needs to be updated and developed by years emphasized more in the practical practice. Lesson Study is a forum suitable for procedures (plan, do, and see) (Nurwidodo, those need and spirit. Lesson Study centers in 2012; Rofieq, Husamah, Wahyuni, Hindun, & the learning spirit to become teacher facilitator. Purwanti, 2016; Wahyuningtyas et al., 2015). This learning spirit is not only important for Furthermore, the emphasis was also put on the model teachers but also all observers. Whoever management system which used project-based is involved in Lesson Study needs to have this approach. The two-caused side effect, which is learning spirit, not only the teaching one (R. the “lesson study’s bad image”. Lesson study Suzuki, 2017). became psychological burdens for model Second, there is a need for autonomy and teachers (Nurwidodo, 2017). While the discipline. Autonomy in performing Lesson implementation seemed to cost too much Study means autonomic freedom in motivation money and the focus of study lesson became and practice aspects. Joining the Lesson Study obscure because it tended to focus on the formal means that teachers should be free of pressure procedures. The assessment of materials and from external parties, even if it comes from students' learning process of materials with the their superiors. The individual freedom higher level of complexity was hardly paid approach results in participation (Arani et al., attention to. Based on this consideration, a new 2010; Dudley, 2011, 2013; Dumitrascu & approach to implementing lesson study needs to Horak, 2008; Ishii, 2017; Jung et al., 2015; be performed. The new approach in Ponte, 2017; Towaf, 2016). Internal motivation implementing lesson study is known as Lesson is more dominant to become the precursor to

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Nurwidodo et al / JPBI (Jurnal Pendidikan Biologi Indonesia) / 4 (1) (2018) pp. 11-22 participation. The main willingness in involving & Hindun, 2014; O’Brennana, Bradshawa, & in Lesson Study is for learning, learning from Furlongb, 2015) students' learning method, and learning to Sixth, learning must be of good quality. become a good facilitator (Suzuki, 2017). Learning can change visible (practice) and non- Third, the principle of the fulfillment of visible (knowledge, attitude) behavior. In the students' rights in learning shows that students process of changing, teacher’s role in learning have the right to receive quality learning is to guide the changes to move towards process. Quality learning is a learning process improvement of quality, from not knowing to in which learning is not solely activating one knowing, from unskillful to become skillful, sense or experience window, for instance, and from indifference to positive mind. The learning through listening while teacher gives quality of learning can be achieved through the the continuous lecture. Learning is a process implementation of collaborative learning, as which happens within students' minds, and stated by Piaget and Lev Vygotsky who provide therefore, all possible potentials need to be the theoretical foundation for quality learning. involved. Active learning is the ultimate goal Quality learning practices can be learned which has been known since long ago, but often from other countries (Towaf, 2016; Triyanto, the implementation is neglected. A quality 2016; Widiadi & Utami, 2016), especially Student Active Learning (SAL) is a learning Japan. Quality learning from Japan is a method to fulfill students' learning rights. The reference because Japan is the home of Lesson principle of fulfilling learning rights means Study. The steps from this model include teachers and the school must not leave a single apperception, group work exposure, reflection, student behind (Cerbin & Kopp, 2006; Chiew, class assignment exposure, and individual Dali, & Lim, 2016; Ishii, 2017; C. C. Lewis, assignment exposure in order to give chances 2013; Lucenario et al., 2016; Murat, 2014). for students to scaffold their knowledge (Leavy Fourth, the collaborative principle or better & Hourigan, 2016; Eisuke Saito & Sato, 2012; known as dialogue. Through collaboration, a Masaaki Sato, 2014). more productive learning process and outcomes Based on the various descriptions that have can be achieved. The collaboration can happen been done writing this review article aims to in three stages; first, the collaboration between describe strategies for establishing networking students and the learning materials (dialogue); with partner schools for implementing lesson second, collaboration between students in study in Indonesia. This review article is learning groups; and third, collaboration of expected to be a reference in improving the students and bigger group or class in which quality of , especially in teacher functions as facilitator (Asari, 2017; improving the quality of learning through Burghes & Robinson, 2010; Nurwidodo & LSLC. This article is also expected to be a Hindun, 2014; Eisuke Saito & Sato, 2012). consideration and reference of education actors Collaborative learning theory from Russian in succeeding LSLC implementation effort. psychiatrist (Vygotsky) indicates that through collaborative learning, the ability of students METHOD improves as suggested by the zone of proximal development (ZPG). Learning does not take Writing this article use literature comparison place in a vacuum, but in the real world where study methods and use content analysis. collaboration is needed (Eisuke Saito & Sato, Literature comparison study is conducted to 2012; Masaaki Sato, 2014). reveal the various theories and information Fifth, the principle of openness. Learning relevant to the problems being faced or studied should be open and can be likened to a garden (as the material of the formulation of the of which beauty can be enjoyed by anyone. problem and the discussion) Literature Learning is not only for teachers and school to comparison study used is to study a number of own. Learning can be witnessed by anyone. In primary literature, namely journal (print and Lesson Study, there is an openness procedure online), report research, proceedings, activity which requires learning to be accessible for reports, books, newspapers and other sources of anyone to witness, including parents. Open literature, valid and reputable, in order to obtain learning is beneficial in giving accountability to information that supports or required. the society (Burghes & Robinson, 2010; Stages in the literature comparison study Dudley, 2011, 2013; Nauerth, 2015; Nurwidodo refers to Zed (2008) and Khatibah (2011) that

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Nurwidodo et al / JPBI (Jurnal Pendidikan Biologi Indonesia) / 4 (1) (2018) pp. 11-22 there are four steps to be taken, namely (1) Upon the completion of this program, the preparing tools in the study, in the form of dissemination of Lesson Study is carried on up pencils/ballpoints, blocknotes, and personal to present. The dissemination of Lesson Study computers connected with internal network; (2) is supported by the Directorate General of the to compose a working bibliography, in the form Bureau of Learning and Student Affairs and the of a record of key and important references to Human Resource Department, Directorate be used in writing; (3) set the time, focus the General of Higher Education of the Ministry of work (this is very personal because it depends Research and Technology. The implementation on someone to take advantage of the time and dissemination of Lesson Study in Indonesia available); and (4) read, take notes, and are tracking on the correct path. Started with compose the writing. socialization, the program is followed by Data analysis using paradigm qualitative workshop and implementation by LPTK's study content analysis. Presentation of data using the program which received Lesson Study funding method of informal presentation. The method of in the first year. This is then disseminated to informal presentation is a method of presenting other study programs in the second year and data in the form of the formulation with further disseminated to partner schools in the words/regular phrases that fit the linguistic third year. This way, the development of rules. In presenting the data, the authors include Lesson Study in Indonesia is always started by excerpts from the various references used, in the university which is then disseminated to the form of analytical results, which are teachers in partner schools and/or laboratory narrated and illustrated based on a summary of schools. The dissemination to partner schools in information protocols for each topic analyzed the third year is recommended so that each (all done with the context of critical thinking LPTK acquires the support of policies and and in-depth analysis). funding from the local Education Agency in the regent/town or regional office. RESULTS AND DISCUSSION Lesson Study is a teaching profession coaching scheme which is conducted through Partner Schools assessment of collaborative learning in order to In Indonesia, Lesson Study develops improve the quality of education (Motoko through Indonesian Mathematics and Science Akiba & Wilkinson, 2016; Chiew et al., 2016; Teacher Education Project (IMSTEP) in 1998- Dumitrascu & Horak, 2008; M. Inprasitha, 2003. The project was then followed by 2015; N. Inprasitha, 2014; Manabu Sato, 2014; IMSTEP Follow Up (2003-2005) and Tall, 2008; Thinwiangthong & Inprasitha, 2014; Strengthening In-Service Teacher Training in Wolf, 2007). An educator is a lecturer in a Education of. Mathematics and Science university or teacher in a school (elementary or (SISTTEM) program (2006-2008). Since 2006, secondary). If improvement of education Lesson study has officially become quality is already started in university, it needs government’s program. The expansion of to be disseminated to elementary and secondary Lesson Study implementation in Indonesia was schools so that the quality improvement can be followed with PELITA program (2009-2013). spread evenly in all levels of education Lesson Study in Indonesia is now coordinated (Chikamori, Ono, & Rogan, 2013; Coe, Aloisi, by Institute of Teachers’ Education (Lembaga Higgins, & Major, 2014; Iksan & Rahim, 2017; Pendidikan Tenaga Kependidikan/LPTK), the Jung et al., 2015; Mustadi, 2015; Ono & implementer of IMSTEP up to Peningkatan Ferreira, 2010; Tan-Chia, Fang, & Chew Ang, Kualitas (PELITA) program or Program for 2013; Triyanto, 2016). Improvement of Enhancing the Quality of Junior Secondary education quality should have been Education. The initial aim of Lesson Study in strengthened from elementary and secondary Indonesia was to improve the quality of levels because elementary and secondary levels Mathematics and Science education in are the foundation for further education Indonesia. However, Lesson Study can be (Kandowangko, Zakaria, & Yunginger, 2014; adapted by other subject disciplines, both Math Y. Suzuki, 2014). As the foundation of and Science and non-Math and Science education, these two levels need to be (Ibrohim, 2014; Mustadi, 2015; Syamsuri & strengthened first and foremost in order to be Ibrohim, 2011). able to support the demand for quality education in higher education/university.

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Nurwidodo et al / JPBI (Jurnal Pendidikan Biologi Indonesia) / 4 (1) (2018) pp. 11-22 Lesson Study significantly concerns on the required to conduct coordination with the local improvement of learning quality, which is the Education Agency so that financial and policy core of education quality (Nurwidodo, 2017). support can be given. Lesson Study dissemination scheme is The involvement of LPTK Lesson Study appropriate considering the motivation in implementer and schools must be built on the dissemination to all levels of education (Jung et basis of the mutual and dependable relationship. al., 2015; Ono & Ferreira, 2010; Takahashi & Ideally, the partnership of universities with McDougal, 2016). Therefore, partner schools partner schools in implementing Lesson Study should be in the same perception. They should transforms into the blessing and is done for take part in the Lesson Study program acquiring grace. Therefore, Ngang and Sam (Asanuma, 2012; Coe et al., 2014; C. C. Lewis, (2015) state that in the stage of implementation 2013; Lucenario et al., 2016; E. Saito et al., to schools, financial and policy supports need to 2015). Lesson Study is a program in which all be acquired from local Education Agency as the levels of education are responsible for it. The head organization of the schools. dissemination in the school which is scheduled Partner schools ideally have the same needs in the third year is based upon the consideration in improving the quality of education as well as of education practitioners and experts, which is for other partnership programs. In the education central in the implementation of Lesson Study quality improvement program, partner schools and needs to be prepared in advance. LPTK through their teachers are required to become partner schools in the dissemination of Lesson the innovators in the learning process. Study can be in the level of elementary/Islamic Furthermore, partner schools are also elementary, junior high/Islamic junior high, or responsible for improving the quality of high/Islamic high schools. learning and national education (Nurwidodo, Partner schools are given the freedom to 2016). The presence of LPTK universities with choose the implementation of lesson study Lesson Study program is in line with the scheme, just like in Japan. Schools can choose improvement needs of partner schools. The between school-based lesson study (Lesson partnership between LPTK universities and Study Berbasis Sekolah/LSBS) and Subject partner schools can be further developed by Teachers’ Working Group (Sekolah Guru Mata making use of lesson study academic Pelajaran/MGMP)-based Lesson Study. It is documentation in the form of academic journals highly recommended that schools choose LSBS written by involved teachers and published in so that the responsibility to conduct seminars of Lesson Study implementation socialization workshop and the implementation which is also allocated from the LSLC funding. can take place in the respective school. The Partnership in the implementation of Lesson consequence is that all teachers are responsible Study needs to be continuous even if the for having the knowledge, skills, and funding has ended. The strategy required for the commitment to implementing Lesson Study. continuity of partnership in Lesson Study with With LSBS, all subjects of study are given the partner schools are; first, to make Lesson Study same responsibility to implement Lesson Study. as the overarching research activity and In LSBS, the school management needs to give community service in LPTK; secondly, to full support (Budianti, 2014; Hermawati & nurture the good relation with schools in order Riandi, 2014; Miharja, Hindun, Wahyono, to autonomously implement Lesson Study as a Nurwidodo, & Susetyarini, 2017; Noor & part of teachers' coaching program through in- Kaniawati, 2014; Suratno, 2014). However, service scheme; third, to maintain good relation when such possibilities cannot be achieved, with Education Agency office and serve as an schools need to choose MGMP-based Lesson effort to gain policy and financial supports so Study, in which it only requires the certain that Lesson Study that is synergic with the subject of study which is managed together and Education Agency programs can be expanded is the part of Lesson Study piloting and strengthened to be a culture of quality implementation (Hendayana, 2016). improvement in its work locale. Fourth, it is Teachers at the school are associated with possible that the development of the partnership local regional Education Agency. The with private parties possessing Corporate Social involvement of the agency is thus the key to the Responsibility (CSR) allocated for education success of lesson study implementation in the program especially Lesson Study can be partner schools. The funded universities are manifested. The experience of some activists in

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Nurwidodo et al / JPBI (Jurnal Pendidikan Biologi Indonesia) / 4 (1) (2018) pp. 11-22 partnering with Sampoerna ltd., Djarum Kudus problem of quality learning process and ltd., Pertamina ltd. and others are concrete outcomes, which is the core of education examples of utilizing CSR in expanding the quality. The enemy is real and can be likened to implementation of Lesson Study (Nurwidodo, an iceberg in which what appears at the tip is 2017). merely the little part of it, while the underlying part is much bigger and robust. It is not easy to Strategies for Building Lesson Study tackle this problem. The problem is a result of a Network with Partner School chronic accumulation of little issues which then There is a shared need felt by all education become unhandled and piled up like an iceberg institutions in Indonesia; that is the need to that has sunk the giant ship Titanic (Nurwidodo, improve the quality of education in Indonesia. 2017). This problem of improving quality of education A quality education process is a culture and is a national problem which needs to be solved it is nurtured through knowledge elements, together. Regarding the severe decrease of attitude, and behavior which manifest into education quality, Mrs. Sri Mulyani Indrawati, habits. Good quality habit, independence, and a senior minister in NAWACITA cabinet discipline must be developed since elementary (Indonesian Minister of Finance), suggested and secondary education, strengthened by the that it takes 70 years to solve education support from the community and environment problems in Indonesia, which center in low- so as to become a culture (Lim, Lee, Saito, & quality education (CIPS, 2017). Meanwhile, Haron, 2011). The shaping of the quality national activists and experts of Lesson Study learning process is a shared need which who are associated to Indonesian Association of promotes the importance of collaboration in a Lesson Study or Asosiasi Lesson Study networking of lesson study with partner Indonesia (ALSI) led by Sumar Hendayana, schools. Ph.D. (lecturer at Universitas Pendidikan Networking is commonly implemented in Indonesia) conclude that by implementing many aspects, such as electrical network, Lesson Study, it is expected that the time will computing network, social network, and other be lowered by 50%. This means that it takes 30 types of cooperation. In the field of education, years to achieve the expected quality standard. MIPA Net or Math and Science networking are This conclusion surfaced after conducting established. In national Lesson Study program, practices of Lesson Study in regions around LSLC is now manifested in the form of the Indonesia and enriching the implementation of workgroup (club). ALSI initially is a Lesson Study by reflecting references from networking program and is responsible for around the world. consolidating the performance of lesson study Reduction of time from 70 years to 30 years activists in Indonesia. The role is manifested in such a difficult and substantial task is a through cooperation between education prestige which can only be achieved when the institutions which are gathered in International implementation of Lesson Study is massive and Conference of Lesson Study (ICLS). ICLS intensive. In order to make it happen, there are conducts annual conference and is now prerequisites. The work to improve the quality reaching its 8th series. The 9th series is taking of learning is a big task and challenges all place at Pakuan University, Bogor-West Java. schools in Indonesia. There is no way that the ALSI with its ICLS is a form of strategic work is not done collaboratively. The catch networking which can be utilized to improve gained by individual fishing is not as beneficial the effort in achieving both individual and as that by using the net. In other words, there is organizational goals. a multiplication effect of net fishing. The existence of networking in the Networking is a functional relation scheme of application of LSLC can guarantee the right of components which are aimed to achieve goals all students to get high-quality learning. by cooperation. Implementation of LSLC will accustom Networking can be built when members of a teachers to do lesson design first, either network hold similar importance. Networking individually or in groups with colleagues and of partner schools in Lesson Study is built on accustomed to analyzing lesson learned after shared need, which is to tackle problems which doing the open lesson. This will certainly lead become the needs of the whole participants. to teacher professionalism can continue to They are facing the same enemy, namely the grow, sustainable, and independent (Erna,

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Nurwidodo et al / JPBI (Jurnal Pendidikan Biologi Indonesia) / 4 (1) (2018) pp. 11-22 Tejawati, Achmadi, Manalu, & Desvita, 2016). establishing networking partners partner Good networking will ensure that LSLC is an schools for implementing lesson study in effort to build school collegiality between Indonesia. In the future, more studies, studies, teachers and teachers, and between teachers and and discussions are needed to maximize the students (Damayanti, Saruman, & Irwan, 2017). implementation of this issue. Networking with partner schools is the best measure of implementing successful Lesson REFERENCES Study (Damayanti et al., 2017; Jung et al., 2015; Wolf, 2007). The choice to network is in Akiba, M., Howard, C., Wilkinson, B., & accordance with the philosophy of Lesson Whitacre, I. (2015). Lesson study policy Study which takes side in collaborative and practice in Florida: 2014 findings approach instead of the competitive one, from a statewide district survey. collegial instead of individual oriented Tallahassee, FL: Florida State University. (Asanuma, 2012; N. Inprasitha, 2014; C. Lewis, Retrieved from http://www.lessonstudy 2004; Eisuke Saito & Sato, 2012; Manabu Sato, network.com/wp-content/uploads/2017/02 2014; Wahyuningtyas et al., 2015; Wolf, 2007). /Lesson-Study-District-Survey-Report-20 In order to build the sustainable network 15.pdf. capable of achieving victorious goals, strategies Akiba, M., & Wilkinson, B. (2016). Adopting are required. Strategies for nurturing the an international innovation for teacher network with partner schools involve mutual professional development: State and respect, co-dependence, and cooperation. district approaches to lesson study in Florida. Journal of Teacher Education, CONCLUSION 67(1), 74–93. https://doi.org/10.1177/ 0022487115593603 LSLC is a shared need of educators alike Arani, M. R. S., Fukaya, K., & Lassegard, J. P. which aims to improve the quality of learning (2010). “Lesson Study” as professional as the core of quality education. LSLC must be culture in Japanese Schools: An historical directed for faster, economical, and rooting perspective on elementary classroom improvement of education quality as the best practices. Japan Review, 22, 171–200. practice. In order for LSLC to manifest and Retrieved from http://www.jstor.org/ become successful, resourcing and utilizing the stable/pdfplus/25791346.pdf?acceptTC=tr partnership with schools are required. In a ue partnership with schools in order to implement Asanuma, S. (2012). Lesson study and LSLC, both parties must share the same need, curriculum politics in contemporary which is facing the challenge with the Japan. Asia Pacific Journal of willingness to cooperate for solving the Educational Development, 1(1), 25–32. problem. The problem of low-quality education https://doi.org/10.6228/APJED.01.01.03 and education inequalities are challenges and Asari, S. (2017). Sharing and jumping task in the beginnings which can trigger the motivation collaborative teaching and learning to cooperate. Cooperation with partner schools process. Didaktika (Jurnal Pemikiran needs to be nurtured to become networking so Pendidikan), 23(2), 184–188. Retrieved that the benefits and the spirit of cooperation in from http://journal.umg.ac.id/index.php/ solving problem double fold. The manifestation didaktika/article/view/28 of the robust and progressive network becomes Bjuland, R., & Mosvold, R. (2015). Lesson the answer for solving the national problem study in teacher education: Learning from which has become chronic, namely the poor a challenging case. Teaching and Teacher quality of education. Networking with partner Education. https://doi.org/10.1016/j.tate. schools can be implemented and can function 2015.09.005 well when the management of this networking Budianti, T. (2014). Lesson study: A non- conforms with shared needs, nurtures instantaneous valuable experience. In S. cooperation and mutual respect, gives and takes Hendayana, A. Supriatna, P. equally, and promotes fair acceptance, support, Purnawarman, T. Suratno, & A. T. independence, and discipline. Rahman (Eds.), WALS International This article, of course, is just one of the first Conference 2014 (pp. 1001–1006). views or suggestions on how strategies of Bandung: Indonesia University of

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