Mimin Nurjhani K, Dra.,M.Pd Widi Purwianingsih, Dra., M.Si Jurusan Pendidikan Biologi FPMIPA UPI
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Mimin Nurjhani K, Dra.,M.Pd
Widi Purwianingsih, Dra., M.Si
Jurusan Pendidikan Biologi FPMIPA UPI
Science : Product & Process
Curriculum : base on interest on
scientific method
Teacher :
Difficult to plan the lesson, managing the
stages of teaching, making interaction
with student , concept and teaching
material.
Teacher have lack opportunity
to discuss, reflect, and observe
the real teaching from other
teacher and other school
Creating and being members
of teacher’s network
:”How improve quality science especially Biologiy in school group that merged into MGMP se-kecamatanTanjungsari Kab. Sumedang pass by improvement of teacher ability in teaching science with Lesson Study ”.
Research question:
How improve teacher ability in compiling plan of biology teaching?
How improve teacher ability in management of biology teaching activity in class?
How improve teacher ability particSciencetes in reflection activity?
How Improve motivation and view positive teacher to teaching process and pattern team teaching?.
” Know improvement of teacher ability in teaching
science, especially Biologi in Tanjungsari Kabupaten
Sumedang pass by Lesson Study”.
A.Subject researchThe subject in this research is the 12 biology teacher SMP joined in group MGMP se-kecamatan Tanjungsari Sumedang.
B.Procedure
12 of biology teacher meet the team from UPI regularly (every two weeks) to discuss lesson plan, teaching material, and arrange schedule for implementation
In every stages : note taking In implementation stages : observation sheetAt The end of all stages : interview
No Aspect assessed RPP to the average ofimprovement
1 2 3 4 5
1. Identification of teahing target formula. 2 3 3 4 4 1
2. Compatibility of teaching target withapproach and method
2 4 3 4 4 1
3. Approach Compatibility & method with topic 2 4 2 4 4 0
4. Compatibility of media election with apurpose to teaching
3 4 3 4 4 0
5. Systematic way forwarding of concept inteaching activity
3 4 3 3 4 1
6. Peripheral Compatibility asesmen with apurpose to teaching
4 3 2 3 4 1
No DeskriptorAppearance to Average
Improvement1 2 3 4 5
1. Ability opens lesson:
a. draw attention student
b. motivation
c.Give reference of lesson materials
1
1
4
3
2
3
1
2
3
3
3
3
4
4
4
3
3
0
2. Teacher Attitude in course of teaching:
a.voice control
b.contol non verbal language
c.expression control
d.mobilitation position
4
3
3
2
4
3
4
4
4
3
3
2
4
3
3
4
4
4
4
4
0
1
1
2
3. Mastery of teaching materials:
a.Deeply discussion
b.reflect knowledge broadness
2
2
2
2
2
3
3
3
4
3
2
1
4. Teaching Activity:
a.Accurate time
b.antusias to feed back
4
2
3
4
3
3
2
4
4
4
0
2
5. Ability uses teaching media:
a.competent to operates
b.improvement understanding
3
1
4
4
3
2
4
3
4
4
1
3
6. Asesmen:
a.compatibility type with TPK
b.Implementation according to plan
3
2
3
3
2
3
3
4
4
4
1
2
7. Ability closes lesson:
a.reflection
b.evaluation
c.give task
d.inform next materials
1
2
0
2
3
3
0
0
2
3
0
0
2
3
0
0
4
4
0
0
3
2
0
-2
Quality of teaching ability : increasing
In the beginning : lack of self confidence in prepare lesson plan. This condition shows from they are depend on student text book and LKS that already there. In their perception, sequence of teaching is base on sequence at the book and activity at LKS is guidance for teaching.Tey realize that teir performance have lack of variation and causing student noisy.
Through joining LS teacher guided to use academic ability and spirit to share and work together. Teachers is guided to develop teaching activity base on curriculum and ideas base on experience of other teacher in this community.
At implementation I, teachers still shows rather bound at book
teach and existing LKS and of opinion that biology study will more
draw if submitted sent pass by activity of “
praktikum”/experiment. After implementation, teacher says that
in biology study, not all topic can give with experiment because its
concept characteristic . Teacher requires example of biology
lesson that more have the character of non-experiment.
At Implementasi II, teacher tries idea searching and design
teaching activity on a more self-supporting. Can be all aspect of
teaching designs are designed and decided by them. Teachers
shows braver say idea, consider, and decide what will be used on
a more self-supporting, role of UPI team as partner at rotation II
more instruct and not decide.
At Implementasi III, lecturer role on the wane that is only give some suggestions if asked, activities rest arrange RPP, model determination and teaching method , determination of model teacher and media that will be used, fully conducted by teachers.
At Implementasi IV, lecturer role only determines certain topic that assumed difficult, in this case determined topic biotechnology. Hereinafter planning, preparation and implementation are conducted by teachers. Communication with lecturer for steps repair that will be conducted, executed pass by internet.
At Implementasi V, lecturer role next to nothing at all because all aspect in fundamental in implementation execution fully executed teacher. At implementation V this, lecturer only asks in order to study that will implemented, using no next LKS.
motivates to participation increase in MGMP activity
They have experience in observing the lesson in class, giving and respond the comment and use that to prepare the next lesson
They have increase in self confidence to design and perform their lesson
Still take time and need teacher intention for instruction and add knowledge in self-supporting.
Select method and teaching approach and select teaching media still must developed furthermore.
Teachers has been more compact in selecting topic, design teaching material, and conduct implementation preparation in self-supporting.
Interesting is existence of sharing facility from other school that didn’t exist before.
Teacher still need to achieve in ability to understand student perception and use in for next lesson.
Teacher still need to achieve in coping the problem in classroom behavior.
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