A Lesson Study as a Development Model of Professional Teachers

Subadi, Tjipto; Khotimah, Rita Pramujiyanti; Sutarni, Sri

doi:10.5296/ije.v5i2.3831

Cited by 19 publications

(20 citation statements)

References 4 publications

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“…It is a systematic inquiry into teaching practice through the detailed examination of lessons [kenkyujugyo "research lessons"], which offers teachers the opportunity for collaborative learning through reflection on real life class situations. Its use within Western cultures has been problematized (Fernandez, 2002;Saito, 2012;Subadi, Khotimah, & Sutarni, 2013). But it would appear to fit well with Indonesian teacher culture (Nai, Degeng, Setyosari, & Widiati, 2016) and its use within some sections of the Indonesian education system have had positive results as part of school-university partnerships (Hendayana, 2014), for example in relation to improving the quality of maths teaching and pupils outcomes (Nai, Degeng, Setyosari, & Widiati, 2016).…”

Section: Discussionmentioning

confidence: 99%

“…Lesson Study is an established approach in Japan (Fernandez, 2002) and is well designed for continuing professional development (Hiebert, Morris, & Glass, 2003). This approach has an explicit practical pedagogic focus and has been used successfully in Indonesia (Subadi, Khotimah, & Sutarni, 2013). Only one response requested training in addressing stigmatisation…”

Section: Pc4 Special Schools For Sen Pupils With Direct Transmissionmentioning

confidence: 99%

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Indonesian Educators’ Knowledge and Beliefs about Teaching Children with Autism

Budiyanto¹,

Sheehy²,

Kaye³

et al. 2019

AJE

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There is a large number of children with autism who need to be taught within the Indonesian education system. A significant influence on how their needs are perceived are the epistemological and cultural beliefs of teachers. This research is the first to examine these issues in the context of the Indonesian government's intention to develop an inclusive education system. An analysis of 136 questionnaire responses from teachers and educational therapists indicated that although only a minority was aware of, or had been trained in, established autism interventions, children with autism are being taught within Indonesian schools. This included being taught within regular schools. The data suggest that having access to information about autism in the Bahasa Indonesia language plays a role in educators' beliefs about the stigmatization of teachers and parents of autistic children. Teachers' epistemological beliefs were found to be linked to their beliefs in inclusive education. This research suggests that is essential for educational research to acknowledge the influence of the cultural milieu within which inclusive education is being developed. The implications of this research for how the development of inclusive education can be supported within Indonesia are discussed.

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Section: Discussionmentioning

confidence: 99%

Section: Pc4 Special Schools For Sen Pupils With Direct Transmissionmentioning

confidence: 99%

Indonesian Educators’ Knowledge and Beliefs about Teaching Children with Autism

Budiyanto¹,

Sheehy²,

Kaye³

et al. 2019

AJE

View full text Add to dashboard Cite

show abstract

“…Students become not bored in learning activities. The learning models can be contextual, quantum, integrated, problem-based, and cooperative [27]. The use of various methods by the teacher also shows that the teacher has carried out professional competence.…”

Section: Resultsmentioning

confidence: 99%

Etno-social knowledge: How does knowledge of basic school teachers in Indonesia?

et al. 2019

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Etnososial is learning that integrates culture and local wisdom into social learning. Indonesia is very rich with a variety of cultures and local wisdom. These cultural values and local wisdom must be used by the teacher as a material and source of learning. So from that, the purpose of this study is to know the ethnosocial knowledge of elementary school teachers and the obstacles in applying it. This research uses quantitative design with survey research design. This study used 30 teachers as respondents. The instruments used were questionnaires and interviews. The results of this study are about the knowledge of ethno-social elementary school teachers in Indonesia in good condition. It is known that the ethno-social knowledge of teachers in Bajubang District is 6.7% included in the very bad category. While 30.0% are in a bad category, 43.3% are in a good category and 20.0% are in the very good category. The teacher applies ethno-social knowledge through various methods, learning strategies, using simple learning media and using the environment as a learning resource. While the obstacles faced by teachers are the ability of different students, media and learning resources that are lacking, lack of knowledge and experience of ethno-social teachers.

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“…The LS activity, which aims to improve teachers' competencies and professionalism, is not easy to be implemented (Anak Andrew, 2012;Subadi et al, 2013;Suratno, 2012…”

Section: Methodsmentioning

confidence: 99%

Improving Students’ Thinking Skill Based on Class Interaction in Discovery Instructional: A Case of Lesson Study

Widoretno

Dwiastuti

2019

JPII

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Lesson Study (LS) activity aims to improve teachers' professionalism using discovery-based instructional design. Teachers' professionalism was measured based on communication during the learning process, especially questions and statements from the teachers and students on various topics. Thirty-two high school biology teachers and twelve model teachers involved in this research. The procedures of the LS activity included curriculum review (up to constructing learning objectives); lesson plan making; implementation of lesson plans; communication of the results; and workshop. The research showed that LS activity changed the questioning skills of the teachers and students. Changes in the quality of teachers' questions and statements were proportionate with the changes in students' answers quality. The quality of questions and statements affected the teachers' competencies; also, improved the quality of learning as it facilitated students' thinking of learning as thinking categories.

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A Lesson Study as a Development Model of Professional Teachers

Cited by 19 publications

References 4 publications

Indonesian Educators’ Knowledge and Beliefs about Teaching Children with Autism

Indonesian Educators’ Knowledge and Beliefs about Teaching Children with Autism

Etno-social knowledge: How does knowledge of basic school teachers in Indonesia?

Improving Students’ Thinking Skill Based on Class Interaction in Discovery Instructional: A Case of Lesson Study

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