This paper presents a case study of the experiences under the Indonesian Mathematics and Science Teacher Education Project (IMSTEP) concerning in-service teacher training through the practice of lesson study collaboratively conducted by schools and universities. The purpose of the case study is two-fold: first, to examine the changes in teaching practices through the introduction of lesson study under IMSTEP; and, second, to uncover the challenges faced in implementing lesson study under IMSTEP. The results of the analysis revealed that the lessons underwent three changes: (1) a change in the academic base of the lessons, brought about by close liaison between university faculty members; (2) a change in the structure of the lesson by the introduction of experiments or manual activities and discussions; and (3) a change in the reactions of students during the lesson. However, two insights emerged during the IMSTEP case study as tasks to be addressed in order to further develop the practice of lesson study. First, the participants of the collaborative lesson study were likely to have a narrowed interest in probing the learning processes of the students, in comparison with focusing on teaching methodologies more generally. The limited interests of both the university faculty members and the targeted teachers in the learning processes of students can be shown in the following three ways: the dominance of interests in teaching models, the lack of attention to detail in the learning processes of students and the lack of questioning the reasons for the mistakes and misconceptions of students. The second insight was the necessity to involve the entire school in lesson study.
This article aims to investigate how to involve the entire school in in-service training (INSET) by means of a case study. It examines the cases in the Indonesian Mathematics and Science Teacher Education Project (IMSTEP). The results suggest that great emphasis be placed on various factors in order to develop INSET in the Indonesian context, particularly as a school-based training programme. First, the function of key persons is important. They are capable of initiating informal, yet genuine, sharing of experiences with their colleagues. Thus, the principal's commitment is essential. Depending on the principal's support and facilitation, the informal sharing of experiences can develop into a movement of professional development for teachers throughout the entire school. Furthermore, the collegial interests are also important. In the lesson study implemented under INSET, it is necessary for participants to cultivate the attitudes of mutual learning.
Penelitian ini dilatarbelakangi oleh rendahnya kemampuan berpikir kritis siswa dalam memecahkan suatu permasalahan fisika di berbagai macam bentuk representasi. Kemampuan berpikir kritis yang baik dapat menjadi salah satu solusi dari permasalahan kurangnya kemampuan pemecahan masalah serta kurangnya pemahaman mendalam siswa terhadap suatu konsep atau materi fisika. Tujuan dari penelitian ini adalah untuk mengidentifikasi peningkatan kemampuan siswa dalam kemampuan berpikir kritis masalah getaran harmonik melalui pembelajaran dengan model pembelajaran Problem Based Learning berbasis multirepresentasi. Sampel dalam penelitian ini diambil menggunakan teknik Convenience Sampling. Pengambilan sampel terdiri dari 24 siswa kelas X di salah satu SMAN di Bandung tahun akademik 2019/2020. Metode yang digunakan dalam penelitian ini adalah metode kuantitatif yaitu preexperiment, dan desain penelitian yang digunakan adalah desain one group pretest-post test design. Cara pengumpulan data dikumpulkan dengan menggunakan tes formatif dimana tipe soal yang digunakan merupakan soal berbasis indikator/aspek kemampuan berpikir kritis. Hasil dari penelitian ini menunjukkan peningkatan kemampuan berpikir kritis yang cukup baik setelah dilaksanakannya pembelajaran dengan menggunakan model pembelajaran Problem Based Learning berbasis multirepresentasi.
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