Subject–based Lesson Study for Continuing Teacher Professional Development

in Indonesia

Asep Supriatna Indonesia University of Education

Indonesia

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 Wide Area: 44.170 km2 Nr of Population: Ca. 40.000.000 people

UPI/FPMIPA serves West Java in teachers education and other educational related program

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

district

4

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

Pendukung :

•Subject Base Lesson Study

•School-Base Lesson Study

Trai

nin

g o

f p

rin

cip

al &

su

per

iten

dan

t

Learning resource center

Training of Facilitator

MGMP Forum

workshop Evaluation

Institution partner: •MONE •UPI

•Provincial Ofice •Distric Ofice •School

Stakeholder: •Parent

•Community

Profesional teachers & lecturers Comitted Innovative

Improvement in learning quality at

school: Improvement in student creative

thinking

output

ou

tco

mes

support

Proces

5

ou

tcom

es

Improvement in pre-service

program

FRAME WORK 2010 - 2012

Activities 2010 - 2012

6

Kickoff meeting

Facilitator training (4 times a year)

Principal traning (twice a year)

Subject based Lesson Study (twice a month)

School based Lesson Study

(twice a month)

Evaluation workshop (twice a year)

Dissemination Forum (twice a year)

Baseline survey

Endline survey

Coordination meeting

Conference/publicaction

(1) Contribute to a sense of collegiality for teachers

Why Subject-Base (MGMP-based) Lesson Study ? (MGMP = Subject Teacher Forum)

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

(3) Increase knowledge of students

This study is aimed to assess the quality of subject-based (MGMP-based) lesson study practice at a school cluster

Data was collected through lesson observation and documents of lesson plans and worksheets at junior

secondary schools in Bandung district

Lessons were recorded for video analysis

1. Meeting

Activity Baseline (2009) 1st Year (2010) 5 times MGMP meeting

2nd Year (2011) 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

2. Planning for understanding

The cluster hardly ever plans lessons

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

the cluster plans lessons, they consider the understanding of the learners

3rd year (2012)

?

?

Finding

Activity

Baseline (2009) 1st Year (2010) 5 times MGMP meeting

2nd Year (2011) 10 times MGMP Meeting

No clasroom Observation

observe the planned lesson, they record little of what occurs, and do not have a clear focus

members observe the planned lesson, they record their observations and focus on how the lesson is presented

3. Observation of lesson

4. How to conduct Post Lesson Conference

No post lesson conference is held

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

give constructive suggestions, but their suggestions around instructional skills

3rd year (2012)

?

?

Activity

Baseline (2009) 1st Year (2010) 5 times MGMP meeting

2nd Year (2011) 10 times MGMP meeting

No Lesson Conference

The comments are recorded and filed. But not used or referred to in later planning

The comments are recorded and filed, and occasionally used and referred to in planning

5. How to Use of Comments in Post Lesson Conference

3rd year (2012)

?

Preliminary findings show that science teacher’s skills in lesson planning, lesson delivering, observation, and reflection has been improved. Through this study, researchers have learnt how to further improve the practice of lesson study as a form of teacher professional development

Conclution