Asep Supriatna, Sumar Hendayana 1) and Mimin Maryati 2)

1) Indonesia University of Education 2) Indonesia Java Provincial Ofiice

Teacher Professional Learning through Lesson Study in Wes Java

2

INDONESIAN ARCHIPELAGO

Bandung

18,108 islands Area=1,919,440 km2

33 provinces 440 districts

Capital city Jakarta

Population =222 million 130 million in Java

Per capita income = $ 800

HDI rank = 110 (2005)

National language = Bahasa Indonesia

Hundreds of dialects

West Java

West Java Area: 44.170 km2 Population: 40.000.000 people Teachers: 430,000

UPI serves as teachers education institution and other educational related program

Target

Lesson Study

in Sumedang

district

4

School centers with 8-15

school partner

6 hundreds teachers of junior

secondary mathematics and

science

80 faculty members

94 school principals & 8

supervisors

Project site Sumedang district SISTTEMS: 2006 – 2009

PELITA: 2009 - 2013

Project sites Bandung city, Bandung district, West Bandung district, and Subang

district 2010 - 2012

5

Kota Bandung

B

Kab Bandung

Kab Bandung Barat

Kab Subang

PARTICIPANT 661 JSS: 2612 teachers

(MATH, SCIENCE , INDONESIAN, ENGLISH)

40 SSS: 2331 TEACHERS 360 kepsek 100 Pengawas

168 Lecturers

DISSEMINATION TARGET: PS, JSS, SSS

Dissemination of LS-based CPD to 10 districts/cities starting 2011 - now

6

Resource persons: Kab Sumedang Kab Karawang Kota Bandung Kab Bandung

Kab Bandung Barat Kab Subang

Bekasi

Depok

Bogor

Sukabumi

Cianjur

Indramayu

Cirebon

Tasikmalaya

Purwakarta Cimahi

(1) Contribute to a sense of collegiality for teachers

Why Lesson Study in West Java ?

(2) Create culture of learning as professionals within a teacher.

(3) Increase quality of students’ learning

This study is aimed to assess:

1. Is the collaboration within teachers promote student learning ?

2. How teacher delivers a lesson? 3. How teacher observe the lesson? 4. How teacher conduct post- lesson discussion? 5. Is lesson study as a form of teacher professional

development promote teacher professional learning?

Data was collected through:

1. Lesson observation 2. Documents of lesson plans student and worksheets 3. Video recording

1. Meeting

Activity Baseline 1st Year 5 times MGMP meeting

2nd Year 10 times MGMP Meeting

meets only occasionally and discuss administrative things

meets regularly, they plan lessons, focus on teaching move

Meets regularly, they plan lesson and focus on student learning

3rd year 10 times MGMP Meeting, committed teachers initiated and led the participation of their colleagues in School Base Lesson study

Meets regularly , teachers collaboratively design a lesson based upon ‘hands-on’ and ‘mind-on’ activities with daily life approach, and focus on students collaborative learning

Finding

No clasroom Observation

observed how the lesson plan works, they record little of what happen, and do not have a clear focus

members observe the planned lessons, they recorded their observations and focus on how the lesson presented

3. observation of lesson

Members observation focus on how the student collaboratively learning and understanding

2. Planning for understanding

The subject teachers hardly ever plans lessons

the subject teachers plans lessons, they don’t consider the problems or understanding of the learners.

the subject teachers develop lesson plans, they consider the understanding of the learners

The lesson plan considered student prediction how the student learning or understanding

Baseline 1st Year 2nd Year 3rd year

No Lesson Conference

The comments were recorded and filed. But not used or referred in next planning

The comments were recorded and filed, and occasionally used and referred in planning

5. How to Use of Comments in Post Lesson Conference

The comments are recorded and use to re- disigen lesson plan

4. How to conduct Post Lesson Conference

No post lesson conference

appreciate the presentation , the members point out only challenges without suggestions

gave constructive suggestions, but their suggestions around instructional skills

Gave constructive suggestion on how to improve the student collaborative learning

Baseline 1st Year 2nd Year 3rd year

Plan

Do

See

Collaboration within teachers has promote student active learning The Teacher’s skills in lesson planning, lesson delivering, observation, and reflection has been improved. Lesson study promote the teacher professional learning

Conclusion

Key Success: 1. Teachers willing to listen to others 2. Teacher motivation for sharing

experience in forum/seminar 3. Leadershif of school principle

Thank you

Welcome to WALS 2014 in Bandung