Penerapan Lesson Study Pada Perkuliahan Struktur Aljabar 1

Tafsillatul Mufida Asriningsih

Tafsillatul Mufida Asriningsih Universitas Pesantren Tinggi Darul â€™Ulum

Abstract

This research is a qualitative descriptive research, with the aim to describe the application of lesson study in the lecture of Structure Algebra 1. The implementing team of lesson study consists of six lecturers model. The subjects of the study were 32 students of the participants of the Algebraic Structure Course I Academic Year 2013/2014. Lesson study is applied to the planning (plan), implementation (do), and reflection (see) phases implemented in three cycles. Based on the results of reflection at the stage of the 1st, found problems at the stage of lecturing that some activities do not take place effectively. This ineffectiveness appears in apperception, group discussion, and student presentations. As a result, the implementation time of the activity is longer than planned. This problem is no longer visible in the 2nd as a result of the 1st reflection. Although generally show improvement of lecture activity, but still found problem that is lack of understanding of student concept. So in the 3rd do a review related all the materials that have been studied in this lesson study. Based on the discussion of the implementation of the lesson study, the lecture structure of Algebra 1 has improved in the implementation phase in every cycle.

References

Adnyana, P. B., Citrawathi, D. M., & Maryam, S. (2011). Keefektifan buklet tematik (BET) sebagai media pembelajaran kesehatan di sekolah dasar. Jurnal Penelitian dan Pengembangan Pendidikan, 5(3), 274-287.
Anthony, G. & Walshaw, M. (2009). Characteristics of effective teaching of mathematics: A view from the west. Journal of Mathematics Education, 2(2), 147-164.
Asriningsih, T. M. (2014). Penerapan model Think-Pair-Share (TPS) untuk meningkatkan keefektifan pembelajaran matematika pada siswa Kelas VIII H SMP Negeri 11 Malang. DISERTASI dan TESIS Program Pascasarjana UM.
Avalos, B. (2011). Teacher professional development in teaching and teacher education over ten years. Teaching and teacher education, 27(1), 10-20.
Bruce, C. D., & Ross, J. A. (2008). A model for increasing reform implementation and teacher efficacy: Teacher peer coaching in grades 3 and 6 mathematics. Canadian Journal of Education, 31(2), 346-370.
Cahyono, A. N. (2010). Vygotskian Perspective: Proses Scaffolding untuk Mencapai Zone of Proximal Development (ZPD) Peserta Didik dalam Pembelajaran Matematika. Makalah disajikan dalam Seminar Nasional Matematika dan Pendidikan Matematika dengan Tema â€œPeningkatan Kontribusi Penelitian dan Pembelajaran Matematika dalam Upaya Pembentukan Karakter Bangsaâ€ pada tanggal 27 November 2010 di Jurusan Pendidikan Matematika FMIPA UNY. (Online), (http://eprints.uny.ac.id/10480/1/P3-Adi.pdf), diakses 2 Februari 2016.
Doig, B. & Groves, S. (2011). Japanese lesson study: Teacher professional development through communities of inquiry. Mathematics Teacher Education and Development, 13(1), 77-93.
Gallian, J. A. (2010). Contemporary abstract algebra (Seventh Edition). USA: Brooks/Cole Cengage Learning.
Johnson, D. W. & Johnson, F. P. (2009). Joining together: Group theory and group skills (Tenth Edition). New Jersey: Pearson Education Inc.
Kavanoz, S., & Yuksel, H. G. (2010). An investigation of peer-teaching technique in student teacher development. The International Journal of Research in Teacher Education, 1(3), 10-19.
Kennedy, L. M., Tipps, S. & Johnson, A. 2008. Guiding Childrenâ€™s Learning of Mathematics (Eleventh Edition). USA: Thompson Wadsworth.
Mansur, H. R. (2015). Menciptakan pembelajaran efektif melalui apersepsi. E-Buletin: Media Pendidikan LPMP Sulawesi Selatan, (Online), Edisi Februari 2015, (www.lpmpsulsel.net/v2/attachments/327_Menciptakan pembelajaran efektif melalui apersepsi.pdf), diakses 2 Februari 2016.
Molina, R., Fernandez, M. L., & Nisbet, L. (2011). Analizing elementary preservice teachersâ€™ development of content and pedagogical content knowledge in mathematics through microteaching lesson study. Proceeding of the Tenth Annual College of Education & GSN Research Conference (pp. 162-168). Miami: Florida International University.
Ningsih. (2013). Perbedaan pengaruh pemberian apersepsi terhadap kesiapan belajar siswa mata pelajaran IPS Kelas VII A. Artikel Penelitian Universitas Tanjungpura, (Online), (http://download.portalgaruda.org/article.php?article=111954&val=2338), diakses 2 Februari 2016.
Ono, Y. & Ferreira, J. (2010). A case study of continuing teacher professional development through lesson study in South Africa. South African Journal of Education, 30(1), 59-74.
Saâ€™dijah, C. (2010). Aktivitas dan respon calon guru dalam penerapan lesson study pada pembelajaran matematika berbahasa Inggris di SMA Negeri 3 Malang. Prosiding Seminar Nasional Lesson study 3: Peran Lesson study dalam Meningkatkan Profesionalitas Pendidik dan Kualitas Pembelajaran (hlm.35-42). Malang: FMIPA Universitas Negeri Malang.
Saâ€™dijah, C. (2011). Penerapan lesson study dan pemberian pengalaman langsung di sekolah pada mahasiswa peserta â€œTeaching Senior High School Mathematics in Englishâ€. Prosiding Seminar Nasional Lesson Study 4: Peran Lesson study dalam Meningkatkan Profesionalitas Pendidik dan Kualitas Pembelajaran Secara Berkelanjutan (hlm.42-49). Malang: FMIPA Universitas Negeri Malang.
Santyasa, I. W. (2009). Implementasi lesson study dalam pembelajaran. Makalah disajikan dalam Seminar Implementasi Lesson Study dalam Pembelajaran bagi Guru-Guru TK, Sekolah Dasar, dan Sekolah Menengah Pertama pada tanggal 24 Januari 2009 di Kecamatan Nusa Penida. (Online), (https://educatinalwithptkdotnet.files.wordpress.com/2013/01/implementasi_lesson_study.pdf), diakses 2 Februari 2016.
Slavin, R. E. (2006). Educational psychology: Theory and practice (Eighth Edition). USA: Pearson Education Inc.
Spradley, J. P. 2007. Metode etnografi. Yogyakarta: Tiara wacana.

e-ISSN & p-ISSN