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Teachers' Implementation of Lesson Study To PROSIDING ICTTE FKIP UNS 2015 ISSN: 2502-4124 Vol 1, Nomor 1, Januari 2016 Halaman: TEACHERS’ IMPLEMENTATION OF LESSON STUDY TO PRESCHOOLERS Ghitha Loka Yuniar, Risty Justicia Early Childhood Education Department, School of Postgraduate Studies, Jl. Dr. Setiabudhi No. 229 Bandung 40154 West Java, Indonesia Corresponding e-mail: [email protected] , [email protected] Abstract: The point of departure in this article is to describe pre-schoolers‟ learning during the study and the teachers‟ expectations of each child learning experience through lesson study. Lesson study is a tool for building and sharing practitioner knowledge which the teachers are part of the research; they do planning, teaching, observing, and discussion about the lesson applied in a classroom. In Indonesia, lesson study is started to be commonly implemented in elementary to university level. But nowadays, preschool level is also improving to make the lesson study for early childhood education proper to be applied. One of preschool in Bandung which has opened a class for lesson study is Gagasceria preschool Bandung. In this case, qualitative descriptive, as a design, to describe the phenomenon, was utilized to get information on how the activities in the classroom carried out. The data were obtained from observation, field notes, and photos, as the units of analysis to research and understand the way teachers create meaning in their aims in teaching. Analysis of observation data showed that lesson study implementation of pre-schoolers is conducted by implementing the sequence of activity that generally can be divided into one set of preparation, before, during, and after teaching. By conducting lesson study, not only the pre-schoolers who got fun and meaningful learning, the teachers also got many benefits to improve their skill in teaching. With the references to findings, it is recommended that lesson study to preschool level is implemented to provide teaching-learning improvement in preschool. Keywords: Lesson Study, Implementation, Prescholers 1. INTRODUCTION wheels under a big car body. Teachers are Pre-schooler is a great period which required to manage such a way that classroom certainly contains of the influences for learning is ongoing actively, innovative and fun. children‟s development in the future (UNICEF But becoming a professional teacher is surely Early childhood Development, 2001). This not easy. It needs teachers‟ professional period also has right to have good education, competence to improve teachers‟ learning such as Play Group and Kindergarten. Those performance. One of teachers‟ professional institutions belong to Early Childhood development programs is able to be taken by Education. Early Childhood Education means a lesson study. formal institution that serves to develop the Lesson study has been grown since the 18th potential of early childhood in giving readiness century in Japan and into Indonesia in 2002 to enter primary schools (Depdiknas: 2004). through a program Indonesia Mathematics and Becoming readiness, children need to be Science Teacher Education Project (IMSTEP) implemented a good lesson. Lessons are usually and in cooperation with JICA, the program is given by the institutions providing knowledge, also working with the government in this case skills and attitudes to the children in full the Ministry of Education and Culture accordance with what children‟s needs. All these (Kemendikbud) in collaboration with the institutions will not function effectively if the Teachers Working Group (KKG) and Subject components of the school system are not Teachers Council (MGMP) to boost the running well. It is because the most influential performance of teachers in Indonesia. component in the learning process is the This program was introduced in lesson teachers. study in secondary schools (SMP) and from high Teachers‟ community is the most important school to see the effectiveness of this lesson component in school learning. They seem like study. Results from the trial lesson study | 382 PROSIDING ICTTE FKIP UNS 2015 ISSN: 2502-4124 Vol 1, Nomor 1, Januari 2016 Halaman: developed in junior and senior high schools in teaching strategy. Thus, the strategy of teaching some schools in Bandung, showed significant through lesson study is also a good potential results. Lesson study program was evidently solution for teachers in preschool to develop able to improve the effectiveness of learning in middle and high school teachers in Bandung their skill in teaching (Lewis, 2002; Lewis, et (Depdiknas, Depag dan JICA, 2009). Thus, al., 2006). GagasCeria pre-school, in this case, was realized to implement lesson study as a habitual 2 LITERATURE REVIEW teaching-learning process. Besides, this program Lesson study has been grown since the 18th was also predicted to be able to influence good century in Japan. In Japanese, lesson study education in the future, especially for preschool known as "jugyokenkyu", which is a level. combination of two words, namely "Jugyo" Lesson study developed in elementary school teacher refers to the process taking a meaning lesson or lecture, and "Kenkyu" which strategy in teaching material in subjects. Unlike means the study or studies (Akita, 2013). It is in in kindergarten, the lesson study process is line with Garfield (2006) who states that lesson necessary to see how the behavior and study is a systematic process used by teachers of development of children in learning to find Japanese to test the effectiveness of teaching in solutions together to improve child order to improve learning outcomes. Thus, it can development. Lesson Study provides a way for be also interpreted as a model of professional teachers to improve learning systematically (Podhorsky & Moore, 2006). development of educators through collaborative Besides, this lesson study program becomes learning and assessment continually based on the answer for pre-school teachers‟ issues in collegiality and mutual learning to build education reforming with the aims. It was also learning communities. able to achieve an increase in the acquisition of There are several steps that must be done a child's learning adequately. A program of by the teacher in enhancing professional teacher professional development, like lesson study, requires facilities that can provide development practices. Mulyana (cited in opportunities for them learning how to learn and Rusman, 2010: 395) states that there are four to learn about teaching. The facilities in stages in implementing lesson study, as follows: question, for instance lesson study (Santyasa: 1) Planning Phase 2009). In this stage, the teachers get along in a Lesson study is very important for teaching collaborative study in planning the lesson -learning process in preschool. The teachers‟ design. Planning is started from the analysis of learning ability is aimed by observing the children's development. Observation means to the needs and problems encountered during the see “invisible” things using “visible” things as teaching-learning process. cues and and “interpretation of the child‟s 2) Implementation Phase behaviour”, which reflects the observer‟s being In this stage, the implementation of and forces the observer to “continue being learning activities is carried out by teachers and observer” (Tsumori, 1974 who is cited in Akita, the other teachers and observers do some 2013). The teachers work together with analysis in classroom phenomenon. planning, teaching and also observing a lesson developed cooperatively. Meanwhile the 3) Phase Reflection teachers are implementing the lesson designed; This phase is provided in discussion the observers record and analyze the children‟s session. It is followed by all participants of phenomenon in the classroom. lesson study guided by any person in charge. GagasCeria preschool is one of institutions Discussion is started by conveying observers‟ using the lesson study program to see the impressions of teachers who have teaching teachers‟ performance during teaching-learning practice. Differentially, for preschool level, this process. In addition, the performance itself was session only discusses about children‟ to see how the teachers solved children‟s development or behavior. Furthermore, all developmental problems. The solutions were observers submit comments or suggestions found out by collecting information according to wisely to the learning process that has been institution community‟ experiences (teachers, implemented which is supported by evidences staffs, and principal). One of them is about according to observations, not based on his/her | 383 PROSIDING ICTTE FKIP UNS 2015 ISSN: 2502-4124 Vol 1, Nomor 1, Januari 2016 Halaman: own opinion. This is what called by future 3.3 Data Collection efforts to improve the teaching-learning process. To collect the data, the writer relied on a 4) Follow-up Phase qualitative method to find out the teacher‟s This stage is the last stage in the lesson implementation of lesson study to pre-schoolers. study as a form to follow up the results of a Classroom observation, observation journal, reflection on lesson study activities. Follow-up interview, and documentary data were being the is aimed as an effort by improving the next main sources of data collection and each of teaching-learning process. which is described below: 3 METHODOLOGY 3.1 Research Design Qualitative method was employed to 3.3.1 Observation Journal answer the statement problems of this study. The use of observation journal helps the This study was aimed by
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