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Development of Lesson StudyDevelopment of Lesson Studyin Indonesiain Indonesia

ABDUL GHAFUR

Ministry of Education and Culture, Republic of Indonesia

Presented in Seminar on the Trend and Issue of Science Education around the World; March, 9 th, 2013,Graduate School for International Development and Cooperation (IDEC), Hiroshima University - JAPAN

The OutlineThe Outline

The Development under Support of JICA

The Development under Self Initiative

Teachers’ Continuous Professional DevelopmentProgram Before Lesson Study Implementation:Situations and Conditions

Lesson Learnt

Challenges of Lesson Study Implementation

The DevelopmentThe Developmentunder Support of JICAunder Support of JICA

JICA’S Program in IndonesiaJICA’S Program in Indonesia

Participatory SchoolBased Management

Lesson Study

Source: JICA Progress Report 1, August, 2009, p.1

The Philosophy of PELITAThe Philosophy of PELITA

PELITA is abbreviation of Peningkatan Kualitas. This isanother name of Program for Enhancing the Quality ofJunior Secondary Education. PELITA is also the samemeaning of candle ortorch. Like a candle ortorch, it will guide us to thebrighten future

How Lesson Study is Introduced?How Lesson Study is Introduced?

Piloting Activity(42 Teachers, 12 Schools, 3

Districts)

IMSTEP

DisseminationPiloting Activity

(180 Teachers, 45Schools, 3 Districts)

IMSTEP Follow-Up

Lesson Study atDistrict Level(1,500 Teachers, 300Schools, 3 Districts)

SISTTEMS

Lesson Study atAdditional 3 Districts(1,500 Teachers, 300 Schools, 3

Districts)

PELITA

2004

2006

2009

2001

Supported by JICA

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PELITA Target SitesPELITA Target Sites

Beside 6 piloting districts/cities, PELITA also has been conducting the national trainingwhich has been participated by university lectures, instructors from government traininginstitution, teachers, school supervisors, school principals from across Indonesia.

SumedangDistrict

BantulDistrict

PasuruanDistrict

Padang City

Banjar BaruCity

Minahasa UtaraDistrict

Activities in Lesson StudyActivities in Lesson Study

School PrincipalTraining

(Twice a year)

Cluster BasedLesson Study(Twice a month)

EvaluationWorkshop

(Twice a year)

DisseminationForum

(Twice a year)

Facilitator Training(4 times a year)

Activities in Lesson StudyActivities in Lesson Study

- This training is targeting schoolprincipals as the facilitator of LessonStudy.

- School Principals ha a important role insustaining lesson study.

School PrincipalTraining

(Twice a year)

- Participants are coming form selectedmath and science teachers.

- At least 1 math teachers and 1 scienceteacher from each school in pilotinglesson study site

- Teachers who has been trained will bethe facilitator in the cluster basedlesson study

Facilitator Training(4 times a year)

Activities in Lesson StudyActivities in Lesson Study

We divided the cluster based on the 2subject: Math and Science. Each Subjectwill be conducted plan-do-see cycle twicea month.

- The participants are coming from allstakeholder members (central and localgovernment of MONE and MORA,university representatives, selectedschool principals and teachers).

- This workshop aims to evaluate theprogress of lesson studyimplementation in piloting site

Cluster BasedLesson Study(Twice a month)

EvaluationWorkshop

(Twice a year)

Activities in Lesson StudyActivities in Lesson Study

- This forum is intended to disseminatelesson study to another districts in thecloser spectrum.

- Participants are coming from districtgovernment member from particulartarget site and neighbor district,university representatives, selectedschool principals and teachers fromparticular target site and neighbordistrict.

DisseminationForum

(Twice a year)

2 Types of Lesson Study2 Types of Lesson Studyin Indonesiain Indonesia

- All participants are coming from thesame subject matter but differentschools.

- In one target site, there are severalTeacher Subject Working Group. Forexample in Padang City has 8 TeacherSubject Working Group or called asHome-Base.

- All participants are coming from varioussubject matter within school who conductthe open lesson. However, teachers fromoutside are welcome to participate.

- The initiative in conducting this type oflesson study is coming from the schoolitself.

Teacher SubjectWorking Group(Cluster) BasedLesson Study

School BasedLesson Study

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From Cluster Based Lesson Study toFrom Cluster Based Lesson Study toSchool Based Lesson StudySchool Based Lesson Study

- At the first time of implementation, the project focused on Cluster Based LessonStudy because of some reasons:- Usually, in one target site they have a lot of schools. By focusing on cluster, it

would be easy to organize, evaluate, and monitor.- The number of expert also limited.

- As sustainability of Lesson Study implementation, the project gradually shiftedand scaled up the number of School Based Lesson Study type.

Sharing System Between CenterSharing System Between Centerand Local Government in PELITAand Local Government in PELITA

Ministry of National Education(Center/National Government)

Educational District Offices(Local government)

Funding from Center will decrease gradually until 2012 and oppositelyfrom local government will increase

Year (2009 – 2012)

Bu

dg

et B

ud

ge

t

The DevelopmentThe Developmentunder Self Initiativeunder Self Initiative

Lesson Study atTeacher Institutes(1,500 Teacher educators, 33

teacher institutes)

School-basedContinuing Teacher

ProfessionalDevelopment atProvincial Level

(11,000 Teachers, 11 Districts)2009

2010

From JICA Project to Self InitiativeFrom JICA Project to Self Initiative

Under Directorate General of Higher Education, Ministry of Education and Culture

Districts/Cities Target in 2011Districts/Cities Target in 2011Under Local Government Initiative

Resource persons:Kab SumedangKab KarawangKota BandungKab Bandung

Kab Bandung BaratKab Subang

Bekasi

Depok

Bogor

Sukabumi

Cianjur

Indramayu

Cirebon

Tasikmalaya

PurwakartaCimahi

Lesson Study under Support ofLesson Study under Support ofSampoernaSampoerna FoundationFoundation

KarawangDistrict

Surabaya City

PasuruanDistrict

30 Junior Secondary Schools, 250 Math & Science teachers (LSMGMP),250 Social & Language teachers (LSMGMP), 81 teachers of 2 JuniorSecondary School (LSBS), 30 school principals, 8 school supervisors.

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Induction ProgramInduction Programfor Beginner Teacherfor Beginner TeacherUnder Directorate General of Primary and Secondary Education, Ministry ofEducation and Culture

Best Practice National Conference on LessonStudyPublish the book about Lesson Study activities

Using Lesson Study approach as a way to conductInduction Program for Beginner TeacherIn 2010, Ministry of National Education launchedRegulation No. 27 about Induction Program forBeginner Teacher. To conduct this program, wedecide to use lesson study approach

Teachers’ Continuous ProfessionalTeachers’ Continuous ProfessionalDevelopment Program Before LessonDevelopment Program Before Lesson

Study Implementation:Study Implementation:Situations and ConditionsSituations and Conditions

TCPD before Lesson StudyTCPD before Lesson StudyImplementationImplementation

Centralized Program- Budget from Center Government No awareness from Local

Government Local Government does not have a vision toenhance the teachers;

- Focused not on classroom teaching practice (studentworksheet, examination sheet) missing of finding studentproblem learning;

- Project not program difficult to be sustained;- Appointed teacher for participating in the training based on like

and dislike Not all teachers have the same opportunities toparticipate the program;

- Program which had been employed didn’t make an habit toenhance their quality;

- Spending a lot of money transportation and accommodationfor teachers.

TCPD before Lesson StudyTCPD before Lesson StudyImplementationImplementation

Low Involvement of University- Universities get more benefit from school University students

conduct research & teaching practice at schools, facultymembers conduct research at schools;

- The other hand, schools get less benefit from university Theresults of research from universities are not touching theschools;

- Schools are becoming the object of research, there isn’tpartnership between them;

“In-service training programmes tend to bedelivered as lecture and there are few impacts of

training in real classroom situation” (JapanInternational Cooperation Agency [JICA], 2003)

Lesson LearntLesson LearntPRE-

SERVCE

IN-SERVICE

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•All teachers haveopportunity toparticipate in the CTPDthrough collaborativeresearch lessonutilized optimallyavailable learningresources

•Teachers welcome tobe observed andcritised

•Distance &transportationproblems for teacherswere reducedsignificantlyPrincipals, supervisors,education districtofficers participated tobuild sense ofownershipPromoting role sharingfor sustainability

• Improvedaily

teaachingpractice

•videorecords as

learningresource

• Improvestudent

teachingpractice

Teacher educators helpteachers and learn fromreality

Teacher educators obtainfeedback forimprovement of pre-service

Mutual benefitSchools &university

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Enhancement ofQuality in Education

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SCHOOL-UNIVERSITYLINGKAGE APPROACH (Saito, 2004)

University(pre-service)

Schools/SubjectLesson Study(in-service)

District Office ofEducation

Producing goodprospective teachers

Intervention tostudents

Developing teachers’professionalism

Opportunities for expansion

Sharing experiences

Challenges of Lesson StudyChallenges of Lesson StudyImplementationImplementation

Gap Between RegulationGap Between Regulationand Realityand Reality

- Teacher as profession.- Student-centered:

- Interactive;- Inspiring;- Joyful;- Challenging;- Motivate to be active &

creative.

- No systematic way forteacher development.

- Teacher-centered:- Lecturing;- Memorizing

Regulation Reality

Fill theGap

CHALLENGESCHALLENGES

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Open lesson Open lesson Open lesson

Daily practice

Teachin

gperf

orm

ance

Expected

TEACHERS: It challenges for teachers to understand

student’s situationOpen lesson = “SHOW” Few teachers have not applied best

practice of lesson study into dailyteaching practice yet

PRINCIPALS & SUPERITENDANTS: low rateof attendants

Unexpected

Daily practice Daily practice

Lesson plan isd e v e l o p e dcollaborativelyb a s e d u p o nl e a r n i n gprob lems top r o m o t estudent activel e a r n i n gt h r o u g hh a n d s- on &m i n d - o nactivity, dailylife, and localm a t e r i a l s

PlanPlan Open lesson (Do)Open lesson (Do)

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A teacher teach a lesson whileothe rs obser ve the le sson .Observation is focused on studentactivities. Observers do not makea n y i n t e r v e n t i o n

Are students learning & how are theylearning?

Is any student not learning & why? How did teacher help students

learning? Does it work?

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Exploring math through experimentExploring math through experiment

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Class discussionClass discussion

3232

presenting finding

dialogue among students

Another class discussionAnother class discussion

3333

Explaining experiment results in finding mathematical formula

Challenging questions and its response

PostPost--class discussion (See)class discussion (See)

3434

The teacherandobserversdiscuss toshare andexchangeviewsregardingstudentactivities.

Observerslearn eachother toapply it attheir class

Discussfollow-up

AbbreviationAbbreviation

IMSTEP Indonesia Mathematics and Science Teacher EducationProject

IMSTEP Follow-Up

SISTTEMS

MONE

MORA

TCPD

LSMGMP

LSBS

REDIP

Indonesia Mathematics and Science Teacher EducationProject Follow-Up

Strengthening In-Service Teacher Training of Mathematicsand Science Education at Junior Secondary Level

Regional Education Development and Improvement Program

Ministry of National Education

Ministry of Religion Affairs

Teacher Continuous Professional Development

Lesson Study Berbasis MGMP (Cluster Based LessonStudy)Lesson Study Berbasis Sekolah (School Based LessonStudy)PELITA Peningkatan Kualitas (Program for Enhancing the Quality ofJunior Secondary Education)

ReferencesReferences

Sumarhendayana, Lesson Study and Its Sustainability in Indonesia,Powerpoint slide, 2011

Japan International Cooperation Agency (2003), In-service teachertraining improvement under decentralization (Jakarta, JICA JakartaOffice).JICA Progress Report 1, August, 2009, Jakarta

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Thank you for your attentionThank you for your attention