IMPLEMENTASI LESSON STUDY BERBASIS SEKOLAH (LSBS) DAN DAMPAKNYA TERHADAP KOMPETENSI PEDAGOGIK GURU DI SMPN I ATAP MALANG

Future of a nation could be seen from how well they held education. According to Millenium Development Goals (MDGs) data in 2009, Indonesia located on 111 position from 130 countries in Human Resources quality. Education quality reflected from Human Resources quality and our human resources qulity still low, which means our education quality was low. The government has done teacher’s quality upgrading through RPP making training, learning workshop, media making, microteaching, etc, but it didn’t effect to teacher’s quality increasing. Since there was no monitoring after training and there was still no sharing forum among teacher in school. To overcome the weakness of the training, lesson study existed as solution. Lesson study was a teaching profession education model through learning discussion in collaborative and continuously according to colleagues principles to build learning community (IMSTEP-JICA, 2006). The research purpose was to find out the Lesson Study Based on School implementation in SMPN I Atap Malang Junior High School and teacher pedagogy competence upgrading after the application of Lesson Study Based on School at SMPN I Atap Malang Junior High School. The research was descriptive research by explaining the application of Lesson Study Based on School (plan, do, see) from four teachers of SMPN I Atap Malang Junior High School and then deciding professionalism score before and after knowing Lesson Study. Data collection technique used observation, interview, and polling. Research instruments used was Assessment sheet of Ability to Arrange Learning Application Plan (RPP), assessment sheet of Teacher’s ability to teach, teacher’s respond to the Lesson Study Polling, and Lesson Study Observation Sheet. Lesson study activity could increase teacher’s pedagogy competence who became model teacher in Lesson Study activity. Percentage of professionality mastering of Biology Model Teacher 1 and 2 before knowing Lesson Study increased 73% and 81%, after knowing Lesson Study increased into 92% and 93%. Islamic Study Education Teacher model has increased their mastery level from 64% into 93% and Accounting Teacher Model increased their mastery level from 68% into 87%

‘Balancing’ the ‘live’ use of resources towards the introduction of the iterative numerical method

This paper draws on the Knowledge Quartet (Rowland, Huckstep, & Thwaites, 2005) to analyse an introductory to the Iterative Numerical Method Year 13 lesson of a secondary mathematics teacher who uses a range of paper based and electronic resources including Autograph, a mathematics-education software. Data were collected during one lesson observation and a follow up interview with the teacher. Analysis identifies the different aspects of the Knowledge Quartet dimensions: foundation, transformation, connection and contingency, in relation to the introduction to the Iterative method and to the teaching of Year 13 students. Findings demonstrate how the teacher used students’ contributions as resource for his teaching; how he balanced his use of resources; and how he created connections between these resources while he remained attentive to exam requirement

“Effectiveness of using Pictures in Teaching and Learning English Vocabulary to the 4th grade students of SDN I AMPEL BOYOLALI”

This report is written based on the job training done by the writer as an English teacher in SDN 1 Ampel Boyolali. There are two objectives stated in this final object report. They are: (1) to describe the process of teaching English Vocabulary using pictures, (2) to explain the effectiveness of using pictures in teaching English vocabularies. This final project report is divided into four chapters. They are; chapter I: Introduction, chapter II: Literature Review, chapter III: Discussion, chapter IV: Conclusion and suggestion. The data of this report is obtained from the writers’ observation and experience when he taught English lesson. During conducting the job training, the writer used some steps to make the English teaching and learning process run smoothly. The steps covered greeting, motivation strategies, presentation strategies, skill practice, assessment and ending the lesson. The result shows that there are some effectiveness of using picture such as the explaining material during the teaching and learning process of English vocabularies can run better

Determining Teachers’ TPACK through observations and self-report data

This study reports an arrangement directed at the development of 12 pre-service teachers’ TPACK, by guiding them in developing, practicing and teaching lessons that integrate technology for the first time. Interview, observation, and survey data were collected throughout the study. Results from the study confirmed the contention of Koehler and Mishra (2008) that teachers’ TPACK can be expressed in different ways for different students and in different contextual conditions. Analysis of lesson plan documents showed a well presented theoretical development of the teachers’ TPACK. This seemed to have aligned with their self-reported beliefs which reported slightly higher competencies of TPACK. Observation data however, indicated that teachers had acquired technology integration skills but demonstrated relatively low competencies in blending the components of TPACK. The study leaves no doubts that these teachers’ stated pedagogical beliefs did not align with their instructional practice

Penerapan Model Pembelajaran Kooperatif dengan Pendekatan Struktural Think-Pair-Share (TPS) untuk Meningkatkan Aktivitas Belajar Siswa pada Pembelajaran Matematika (Penelitian Tindakan Kelas Dilakukan di Kelas VIII C SMP Negeri 1 Kartasura Tahun Pelajaran (2015/2016)

ABSTRACT Atina Fawaida. THE IMPLEMENTATION OF COOPERATIVE LEARNING WITH STRUCTURAL APPROACHES THINK-PAIR-SHARE (TPS) TO IMPROVE STUDENT’S LEARNING ACTIVITY ON MATHEMATICS LESSON (A Classroom Action Research Conducted in VIII C Class SMP Negeri 1 Kartasura Academic Year 2015/2016). Thesis, Teacher Training and Education Faculty Sebelas Maret University. January 2016. This research aims to describe the process of mathematics lesson with cooperative learning with Think-Pair-Share (TPS) structural approach for improving student’s learning activity and to describe improvement student’s learning activity on mathematics lesson with cooperative learning with Think-Pair-Share (TPS) structural approach. This research was a classroom action research which held in two cycles. Each cycle consist of four steps, that were planning, acting, observing, and reflecting. The subject of this research was students of VIII C class SMP Negeri 1 Kartasura academic year 2015/2016 with 32 students. The data source of this research comes from the results of student’s learning activity observation, the results of lesson process observation and the results of end of the cycle test. The data was collected through observation and test. The data was analyzed by descriptive analyze technique. Data validity of student’s learning activity and lesson process was done by observer triangulation. The result of this research showed that the learning process with cooperative learning with Think-Pair-Share (TPS) structural approach for improving student’s learning activity consist of pre activity: delivers greetings, delivers the apperception, purpose and motivation, pre activity consist of Think activity: explore the knowledge of the beginning, explain the material and distribute LKS, Pair activity: discuss with their partner and Share activity: presenting the discussion result and post activity: give feedback and respect, concluded the lesson and inform the next lesson plan. Based on the observation result amount of students achieve high student’s learning activity category in the pre cycle is 34,375%, in the first cycle increased by 12,5% to 46,875% and in the second cycle increased by 31,25% to 78,125%. Whereas test result students who complete the examination in the first cycle is 65,625% and in the second cycle is 81,25%. Based on those results can be concluded that the implementation of cooperative learning with Think-Pair-Share (TPS) structural approach can improve student’s learning activity on mathematics lesson of VIII C students SMP Negeri 1 Kartasura academic year 2015/2016. Keyword: cooperative learning, structural approach, Think-Pair-Share (TPS), student’s learning activit

THE IMPLEMENTATION OF LESSON PLANS FOR TEACHING SPEAKING AT SMA NEGERI 1 MEULABOH

ABSTRACTIda Farida. 2016. The Implementation of Lesson Plans for Teaching Speaking at SMA Negeri 1 Meulaboh. Thesis, Graduate Program in English Language Education of Syiah Kuala University.Advisors: (1) Prof. Dr. Usman Kasim, M.Ed, (2) Abdul Manan, M.Sc.,M.A.,Ph.DKeywords: Implementation, Lesson Plan, Teaching SpeakingThis research is about an analysis on the lessson plans developed by the English teachers and its implementation for teaching spe aking. The objective of this study were to investigate the appropriateness of the English lesson plans developed by the two English teachers in teaching English for the eleventh grade senior high school students at the first semester with the 2013 Curricul um and to investigate the process of teaching speaking based on those lesson plans. This study employed a descriptive qualitative method. The subjects of this study were two English teachers who taught English at XI grade classes at SMA Negeri 1 Meulaboh. The research was conducted using some instruments to collect the data, namely observation sheet, interview guide and document. The data had been collected by conducting observation, interview, and documentation. There were two lesson plans analyzed based on six meeting observation. The data were analyzed through the process of data reduction, data display, and conclusion drawing. The findings show that generally the lesson plans developed by the teachers were appropriate with the 2013 Curriculum because they generally met the standard determined by the Curriculum. Specifically, all of the components of the lesson plan such as core competence, basic competence and indicators of competency achievement, objectives, materials, methods of teaching, media, resourc es, teaching activities, and assessment were covered in the lesson plans. However, there were some crucial deficiencies found in three components of lesson plans, namely, materials, resources, and teaching activities. The materials were not completely cover language elements. Also, the resources in the lesson plan were not varied. Besides, there was no motivation covered in pre -teaching activities and there were misplaced activities stated in while-teaching activities part. Whereas, in general, the teaching activities presented in the classroom were based on what have been stated in the lesson plan, eventhough in some cases the teachers had to change the activities because the activities planned in the lesson plans were not suitable to be conducted. The three parts of activities, namely pre-teaching, while-teaching and post-teaching activities described the teaching-learning process of the English speaking in the classroom. The five learning experiences of Scientific Approach (observing, questioning, associating, experimenting, and communicating) have been done in the classroom

The english teaching and learning activities at SD Al-Irsyad Surakarta

This final project report is intended to describe the English teaching and learning activities at SD Al-Irsyad Surakarta, and to find out the raised problems with the solutions in the English teaching and learning activities at SD Al-Irsyad Surakarta. It is written based on the job training that has been done from February until April 2006 at SD Al-Irsyad Surakarta. SD Al-Irsyad Surakarta has given the English lesson from first class until sixth class. The English teaching and learning activities at SD Al-Irsyad Surakarta is held every Monday and Wednesday. The methods used in collecting the data in this final project were observation, participation, and interview. The English teaching and learning activities at SD Al- Irsyad Surakarta consist of greeting, explaining materials, exercising, ending the lesson. It is held in the class and LRC room, the activities at the LRC room are watching video and games. The raised problems at the English teaching and learning activities at SD Al- Irsyad Surakarta are uncooperative student, unenthusiastic student, limited facilities, and uncompleted English syllabus. Solution of problems are applying the game method, making the interested of the English teaching and learning activity

A Reading Lesson Observation Framework for Elementary Teachers, Principals, and Literacy Supervisors

Henk et al present a framework which will provide reference points for assessment and help refine instructional practices in reading