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.
Lesson Study for Learning Community (LSLC) contains two terminologies underpinning one another. There are many difficult challenges when the plan to create LSLC surfaces. Therefore, strong motivation and precise implementation strategies are of urgency. One of the ways is by developing networking of LSLC between universities and partner schools. The LSLC program will become powerful when it is done collaboratively in a form of strong partnership connected by networks. Writing this article aims to describe strategies for establishing networking with partner schools for implementing lesson study in Indonesia. This review article uses literature comparison study methods and use content analysis. In order for LSLC to manifest and become successful, resourcing and utilizing the partnership with schools are required. In a partnership with schools in order to implement LSLC, both parties must share the same need, which is facing the challenge with the willingness to cooperate for solving the problem. Cooperation with partner schools needs to be nurtured to become networking so that the benefits and the spirit of cooperation in solving problem double fold. Networking with partner schools can be implemented and can function well when the management of this networking conforms to shared needs, nurtures cooperation and mutual respect, gives and takes equally, and also promotes fair acceptance, support, independence, and discipline.
The COVID-19 pandemic has forced schools to make a shift in learning mode, from face to face become online remote learning. This is also faced and done by chemistry teachers. The study was conducted to investigate the response of chemistry teachers to online learning in the COVID-19 pandemic. A purposive survey method was used in this study by giving online questionnaires through Google form containing 10 open questions about chemistry learning and practicum conducted by the chemistry teachers in the COVID-19 pandemic. The data were collected for a week at the beginning of June 2020. A total of 55 chemistry teachers from West Java participated as respondents. The result found that chemistry teachers had tried to utilize various technology platforms in conducting learning. Moreover, most of them faced difficulty to arrange the lab-work activities and did nothing. Some teachers try to find lab-work multimedia instead of real activities. However, the multimedia commonly did not make students pertain the processes skills. Since the pandemic could not be predicted when it will finish, this is a kind of challenges and opportunities to think about implementing online chemistry learning from now and then.
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