Pedagogical Content Knowledge-Guided Lesson Study: Effects on Teacher Competence and Students’ Achievement in Chemistry

Abstract

This study aimed to investigate the effectiveness of Pedagogical Content Knowledge-Guided Lesson Study (PCKLS) as an intervention to develop PCK competencies among teachers and consequently enhance student achievement in terms of conceptual understanding and problem-solving skills. Using quasi-experimental design, teacher competencies and student achievement in the PCKLS group and the conventional group were compared. In the PCKLS group, the intervention involved planning the lesson by the research team, teaching the planned lesson while PCK observations were made by the researcher and another teacher from the group, including a feedback meeting, implementing the improvements in the reteach stage of the lesson study cycle by another teacher from the research team, and, finally, revising lesson plans based on the consolidated suggestions for improvement. Analyses of data showed that there was a significant difference in the science teacher competencies of the PCKLS group teacher respondents compared to those of the conventional group. Also, student respondents showed a significant increase on mean scores in terms of conceptual understanding and problem-solving skills. Therefore, it was concluded that PCKLS was an effective method to develop the teachers’ PCK competencies and student achievement in terms of conceptual understanding and problem solving. This study recommends that this intervention be used across chemistry topics and in other science classes such as Biology, Earth and Environmental Science, Physics, and Mathematics.

Problem-based learning: Creative thinking skills, problem-solving skills, and learning outcome of seventh grade students

“…The difficult aspect that students found was to explain the advantages and disadvantages of the attempted problemsolving (71.29% to 99.75%). Problem-solving is a stage in which students exert their skills to find answers to problems (Amalia et al, 2017;Lucenario et al, 2016;Winarso, 2014). This phase will; (1) develop students' skills in solving problems (2) hone students' skills in solving problems; and (3) improve students' thinking skills.…”

“…Many experts believe that the focus of education is to teach students to think, use their rational power, and become a problem-solver (Susiana, 2010;Živkovic, 2016). Problemsolving is an activity that requires a person to choose the way out that can be done in accordance with the ability possessed by someone itself, meaning that the movement between the present condition to the expected condition (Lucenario, Yangco, Punzalan, & Espinosa, 2016;Nuzliah, 2015;Sudarmo & Mariyati, 2017;Winarso, 2014).…”

Strategies for establishing networking with partner schools for implementing lesson study in Indonesia

“…Therefore, partner schools should be in the same perception. They should take part in the Lesson Study program (Asanuma, 2012;Coe et al, 2014; C. C. Lewis, 2013;Lucenario et al, 2016;E. Saito et al, 2015).…”

“…Lesson study was introduced in several countries through collaboration Japan International Cooperation Agency (JICA) with the local government (Burghes & Robinson, 2010;Matanluk, Johari, & Matanluk, 2013). It originated in Japan from Japanese Language "Jugyokenkyuu" (Kanauan & Inprasitha, 2014;Lucenario, Yangco, Punzalan, & Espinosa, 2016).…”

“…A quality Student Active Learning (SAL) is a learning method to fulfill students' learning rights. The principle of fulfilling learning rights means teachers and the school must not leave a single student behind (Cerbin & Kopp, 2006;Chiew, Dali, & Lim, 2016;Ishii, 2017; C. C. Lewis, 2013;Lucenario et al, 2016;Murat, 2014).…”