The Application of Instructional Management Based Lesson Study and its Impact with Student Learning Achievement

Gunawan, Imam

doi:10.2991/coema-17.2017.2

Cited by 13 publications

(15 citation statements)

References 41 publications

(40 reference statements)

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“…Lesson study provides a better understanding of how students learn and lecturers teach, in implementing learning Lesson Study improves the quality of learning systematically and comprehensively, through innovative learning methods, learning media, and pedagogical knowledge building, where lecturers can learn from students. [7]. The results of the study [3] revealed that the teachers involved in lesson study had improved their learning.…”

Section: Introductionmentioning

confidence: 93%

The analysis of PPG Students’ Mistake in Learning Daring Process

Ferdianto¹,

Raharjo²,

Hendayana³

et al. 2020

Proceedings of the Proceedings of the 7th Mathematics, Science, and Computer Science Education International Seminar, MSCEIS 20

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Teacher Professional Education (PPG) is professional education in Higher Education after an undergraduate program that collects students in the field of work that requires special competence. The purpose of this research was to find out PPG students' mistake in learning daring process. The methode used for this research is descriptive qualitative from chat in daring learning. The analysis of PPG students' mistake used the instrument of chat in daring learning process. The module 6 in daring learning process consists of 4 learning competencies that consist of 2 topics in learning daring process. The result showed that majority of the students have responded to the topic presented by the instructor, while few of them made mistakes in answering the topic of the problem given by the instructor. Students make reading mistakes and misunderstanding, reading stage students' cannot interpret the sentences they read well, understand problems (comprehension).

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Section: Introductionmentioning

confidence: 93%

The analysis of PPG Students’ Mistake in Learning Daring Process

Ferdianto¹,

Raharjo²,

Hendayana³

et al. 2020

Proceedings of the Proceedings of the 7th Mathematics, Science, and Computer Science Education International Seminar, MSCEIS 20

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“…Bu modelde temel amaç öğretmeni mesleki olarak geliştirmek olsa da alanyazında öğrenci gelişimine etkisinin (Alvine vd., 2007;Bogner, 2008;Clarke & Sanders, 2009;Gunawan, 2017;Gurl, 2011;Harle, 2009;Herman, 2008;Huang vd., 2019;Inoue, 2011;Isoda, 2011; Sınırsız Eğitim ve Araştırma Dergisi, 8 (2), 297 -347 Lieberman, 2009;Lucenario vd. 2016;Schmies, 2011;Sisofo, 2010;Tepylo, 2008;Toker & Doğan, 2023) ve öğrencilerin tutumlarına etkisinin (Godfrey vd., 2019;Gökkurt Özdemir, 2020;Hamann & Frost, 2000;Klefbeck, 2020;Lander, 2015;Sibbald, 2009) incelendiği bir çok araştırmanın var olduğu ve bu araştırmaların çoğunun matematik eğitimi etkisine odaklandığı görülmektedir.…”

Section: şEkil 1 Ders İmecesi (Lesson Study) Döngüsüunclassified

“…Although the primary aim of this model is to enhance teachers' professional development, it is evident from the literature that numerous studies have examined its impact on student development (Alvine et al, 2007;Bogner, 2008;Clarke & Sanders, 2009;Gunawan, 2017;Gurl, 2011;Harle, 2009;Herman, 2008;Huang et al, 2019;Inoue, 2011;Isoda, 2011; The Journal of Limitless Education and Research, 8 (2), 297 -347 Lieberman, 2009;Lucenario et al, 2016;Schmies, 2011;Sisofo, 2010;Tepylo, 2008;Toker & Doğan, 2023) and its influence on students' attitudes (Godfrey et al, 2019;Gökkurt Özdemir, 2020;Hamann & Frost, 2000;Klefbeck, 2020;Lander, 2015;Sibbald, 2009). Furthermore, most of these studies have focused on the impact of the Lesson Study Model on mathematics education.…”

Section: Introductionmentioning

confidence: 99%

The Impact of Teaching Integers by Lesson Study Model on Secondary School Students’ Success and Attitude in Mathematics

BULUT,

SOYLU

2023

Sınırsız Eğitim Ve Araştırma Dergisi

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Bu çalışmanın amacı, tam sayılar konusunun ders imecesi (lesson study) ile öğretiminin öğrencilerin akademik başarısı ve matematik dersine karşı tutumlarına etkisini araştırmaktır. Araştırmada nicel araştırma yöntemlerinden ön - test son - test kontrol gruplu “yarı deneysel desen” kullanılmıştır. Araştırmanın çalışma grubunu, 2018 - 2019 Eğitim - Öğretim yılında Doğu Anadolu Bölgesi’nde bir ilçede merkez bir ortaokulda farklı üç şubede öğrenim gören 62 altıncı sınıf öğrencisi ve 4 öğretmen oluşturmuştur. Araştırmada iki deney grubu ve bir kontrol grubu yer almıştır. Araştırmanın uygulama sürecinde deney gruplarına, ders imecesi modeli gereği öğretmenlerin iş birliğiyle hazırlanmış plan doğrultusunda öğretim yapılırken, kontrol grubuna MEB programı doğrultusunda öğretim yapılmıştır. Araştırmada veri toplama aracı olarak araştırmacının geliştirdiği ve tam sayı konusunda öğrencilerin akademik başarısını ölçmeye yönelik “Tam Sayı Başarı Testi (TSBT)”; öğrencilerin matematik dersine ilişkin tutumlarını ölçmek için Baykul (1990)’un geliştirdiği “Matematik Tutum Ölçeği (MTÖ)” kullanılmıştır. Araştırmada TSBT ve MTÖ uygulama öncesi ön - test; uygulama sonrası son - test olarak uygulanmıştır. Yapılan testlerden elde edilen veriler SPSS - 22 istatistik programı ile analiz edilmiştir. Verilerin analizinde grupların normal dağılım göstermesine bağlı olarak parametrik testlerden bağımsız örneklem t - testi kullanılmıştır. Bulgular incelendiğinde, uygulama öncesi deney ve kontrol gruplarının matematik akademik başarı ve matematiğe yönelik tutum puanları açısından birbirine denk oldukları görülmüştür. Uygulama sonrasında matematik akademik başarı açısından deney grubu lehine anlamlı bir farklılık görülmüştür. Ortalama matematik tutum puanları açısından ise deney ve kontrol grupları arasında anlamlı bir fark oluşmamıştır. Bu araştırmadan elde edilen bulgular sonucunda ders imecesi öğretmen mesleki gelişim modeli doğrultusunda yapılan öğretimin öğrenci başarısını artırdığı, matematik dersine yönelik tutuma ise etki etmediği sonucuna ulaşılmıştır. Bu doğrultuda matematik derslerinde ders imecesi ile yapılan öğretimin öğrenci başarısına olumlu yönde etki edeceği sonucuna varılabilir.

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“…In the shared vision process the school principal socializes, communicates, and directs all school components to jointly support and contribute to achieving the vision. [4] that principals are those who know a lot of their duties and those who determine the rhythm for their school ". Through this process the school will get commitment from the school community in the form of implementing its value, this commitment is an initial mental investment that will be formed with an effort to achieve a school vision through a shared vision process carried out by the school principal with all school components.…”

Section: B the Shared Vision Process Carried Out By The Principalmentioning

confidence: 99%

School of Visionary Leadership in Developing Characters of Students

Prasetya¹

2019

Proceedings of the 3rd International Conference on Education Innovation (ICEI 2019)

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The purpose of this research is the formulation of the vision, the stage of establishing a vision by the principal, the approach taken by the principal in implementing visionary leadership in developing the character of students. The method in this study uses qualitative methods, which intends to understand the phenomenon of the necessity, action, overall condition of a research subject. While the type of research is a case study. The results in this study are: 1) the formulation of the vision carried out by the principal with the SWOT analysis on the school; 2) the process of shared vision by the principal through stages; 3) the application of vision is carried out through polite behavior, smile, greetings, greetings, responsibility, discipline and order, and good cooperation with the business world and the industrial world; 4) approaches in implementing leadership of principals are carried out through spiritual research activities, workshops, application of 5S industry culture, core values of schools, and role models for school members; 5) the character of students developed in the leadership of the principal, namely religious, disciplinary and responsibility implemented in the dhuhur and ashar prayer activities in congregation and short letters, and the Person in Charge (PIC).

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The Application of Instructional Management Based Lesson Study and its Impact with Student Learning Achievement

Cited by 13 publications

References 41 publications

The analysis of PPG Students’ Mistake in Learning Daring Process

The analysis of PPG Students’ Mistake in Learning Daring Process

The Impact of Teaching Integers by Lesson Study Model on Secondary School Students’ Success and Attitude in Mathematics

School of Visionary Leadership in Developing Characters of Students

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