scholarly journals PENERAPAN MIND MAPPING DALAM UPAYA PENINGKATAN KETERAMPILAN PROSES SAINS MAHASISWA PADA MATAKULIAH MIKROBIOLOGI MELALUI LESSON STUDY

2014 ◽  
Vol 1 (1) ◽  
Author(s):  
Muh. Waskito Ardhi
Keyword(s):  
Professional Development ◽  
Learning Strategies ◽  
Lesson Study ◽  
Collaborative Research ◽  
Mind Mapping ◽  
Plan Implementation ◽  
Learning And Teaching ◽  
Learning Plan ◽  
Study Results

<p>Lesson study is a model of professional development of educators through collaborative research and continuous learning based on the principles of mutual kolegalitas and learning to build community study. Lesson study can be implemented at various levels of education , including college. The level of implementation of the Lesson study done is learning plan, implementation of learning, and reflection. Lesson study cycle is done 4 times with the topic Fungi, Sterilization, Media Bacteria and Isolation, and Environmental Microbiology. Lesson study results showed an increase in the quality of learning that is Microbiology Subjects with variations learning methods , learning strategies, media variations, and how to evaluate, especially in the use of Mind Mapping . Lesson study is ongoing implementation will accelerate the implementation of professional development learning. Increased professionalism of lecturers will be followed by an increase effectiveness of learning and teaching and will indirectly have an impact on improving the quality of education at large.</p>

scholarly journals Penerapan Pembelajaran Kooperatif Reciprocal Teaching Berbasis Lesson Study untuk Meningkatkan Kemampuan Metakognitif Mahasiswa IKIP Budi Utomo Malang

2019 ◽  
Vol 22 (2) ◽  
pp. 87-94
Author(s):  
Dwi Candra Setiawan ◽  
Erfitra Rezqi Prasmala ◽  
Dyah Ayu Widya Ningrum
Keyword(s):  
Learning Strategies ◽  
Learning Process ◽  
Lesson Study ◽  
Cognitive Learning ◽  
Reciprocal Teaching ◽  
Quality Of Education ◽  
Metacognitive Skills ◽  
Plan Implementation ◽  
Metacognitive Ability

The quality of education in Indonesia still needs to be improved both in human resources and components in the learning process . Improving the quality of education is very important because the quality of a nation is determined by the education factor . Education in Indonesia is still emphasis on cognitive learning outcomes , so the ability of other students as metacognitive less empowered . Those problems need to be addressed , either by applying learning strategies Reciprocal Teaching ( RT ) based Lesson Study . Application of Lesson Study based learning is expected to empower metacognitive skills of learners .The purpose of this study is to explain the improvement of the learning process with regard metacognitive skills of students after learning Reciprocal teaching strategies implemented based Lesson Study. This study used two cycles with each cycle has four stages . These stages form a spiral cycle which includes 1 ) planning, 2 ) granting the action , 3 ) observation , and 4 ) reflection . Lesson Study is an improvement of learning undertaken collaboratively by measures planning ( Plan) , implementation of the plan learning in the classroom ( Do) , and reflection activities that discussions about things that happen in the learning process in the classroom ( See) . Lesson Study activities aimed at improving the quality of learning that has three stages , namely Plan, Do and See. Samples used in this research is student of Class C in 2014 as many as 45 people . The results showed learning strategies Reciprocal Teaching ( RT ) based Lesson Study can improve student metacognitive ability IKIP Budi Utomo Malang.

scholarly journals Using Jigsaw Strategies to Improve Participation and English Speaking Skills

2021 ◽  
Vol 4 (2) ◽  
pp. 280
Author(s):  
Y. Kiuk ◽  
I. G. W. Suputra ◽  
L. D. S. Adnyani
Keyword(s):  
Classroom Management ◽  
Learning Strategies ◽  
Lesson Study ◽  
Learning Strategy ◽  
Student Participation ◽  
Study Results ◽  
Study Team ◽  
English Speaking ◽  
Study Techniques ◽  
Learning English

There are still many teachers who do not apply appropriate learning strategies for students. This has an impact on the students' lack of English speaking ability. The purpose of implementing this Lesson Study is to increase the level of student participation in learning English. The Lesson Study is carried out in three stages in its implementation, namely Plan, Do, and SEE. In the Plan stage, the author and the Lesson Study team plan the implementation of the Lesson Study by determining the implementation time, materials, classes, and strategies used. The population in this study amounted to 30 students. In practice, data collection is done through observation, interviews, and lesson study techniques carried out in teams. The technique used to analyze the data is descriptive qualitative and quantitative analysis. The study results are the use of the Jigsaw strategy in learning due to the lack of student participation and the willingness of students to speak in English in learning English. After the implementation of the Jigsaw strategy, the students became more active. The result of this reflection (see) stage is that the implementation of the Jigsaw strategy has been successful, and for media problems such as LCD and classroom management by model teachers need to be improved again. Seeing the success of this strategy, the authors suggest that teachers use the Jigsaw strategy as a cooperative learning strategy that will help students become more active.

Understanding the Effectiveness of Collaborative Activity in Online Professional Development with Innovative Educators through Intersubjectivity

2011 ◽  
pp. 283-302 ◽  
Author(s):  
Diane Hui ◽  
Donna L. Russell
Keyword(s):  
Professional Development ◽  
Social Interaction ◽  
Meaning Making ◽  
Online Professional Development ◽  
Information Communication ◽  
Learning And Teaching ◽  
Interactive Environment ◽  
Enhanced Learning ◽  
Advanced Applications

Effectiveness of professional development is affected by the quality of social interaction. This study examines how online collaborative dialogues might influence teachers’ decisions in their classrooms —sometimes hurting when not appropriated well. This study extends principal sociocultural approaches to cognitive concepts of intersubjectivity and activity through illustrations of empirical data. Part of a larger innovative professional development involving four classroom locations across Missouri, synchronous chatroom dialogues comprising teachers and researchers, and pre- and post-unit interviews underwent qualitative discourse and focused microanalyses. We argue that teachers purposefully used their dynamic intersubjective spaces and strategies in the management of meaning-making negotiations within an online interactive environment. The findings reveal two novel variable forms of intersubjectivity: (a) temporary suspension, and (b) resistance and disagreement. These findings provide useful implications for advanced applications and developments with information communication technology in innovations for enhanced learning and teaching as they relate to the evaluation of teacher effectiveness in implementing collaborative online problem-based activities.

scholarly journals The impact of Lesson Study professional development on the quality of teacher learning

2019 ◽  
Vol 81 ◽  
pp. 61-73 ◽  
Author(s):  
Jan D. Vermunt ◽  
Maria Vrikki ◽  
Nicolette van Halem ◽  
Paul Warwick ◽  
Neil Mercer
Keyword(s):  
Professional Development ◽  
Teacher Learning ◽  
Lesson Study ◽  
The Impact

scholarly journals Penerapan Model Pembelajaran Kooperatif Two Stay Two Stray (TSTS) Mata Kuliah Mikrobiologi untuk Meningkatkan Aktivitas Belajar Mahasiswa Melalui Kegiatan Lesson Study Di Jurusan Pendidikan Biologi FKIP UNIPA

2018 ◽  
Vol 2 (2) ◽  
pp. 209
Author(s):  
Insar Damopolii ◽  
I Iwan
Keyword(s):  
Lesson Study ◽  
Biology Education ◽  
Assessment Instruments ◽  
Lesson Design ◽  
Study Program ◽  
Plan Implementation ◽  
Biological Studies ◽  
Study Team ◽  
Open Class

Lesson study has been carried out on V semester students in microbiology courses in the Biology Education and Teaching and Education Faculty Study Program, University of Papua, in the odd semester of the 2017/2018 academic year. The lesson activity of this study aims to improve the process and quality of biology learning. The activities carried out were the activities of the lesson team of biological studies consisting of model lecturers and observers. Lesson Study activities are carried out as many as four open classes, each open class consists of four stages of activity, namely: plan, implementation, observation and reflection or see. Each stage of producing planning (Chapter Design, Lesson Design, RPS and assessment instruments). The learning process is carried out through the application of the Two Stay Two Stray type (TSTS) cooperative learning model. Data obtained through observations by observers. The results obtained in the open class activities show that: (1) increasing student activity, creativity and independence, (2) students' understanding of concepts that are considered difficult to improve, and (3) the quality of microbiology learning increases (4) Learning cooperative type TSTS through lesson study activities (LS) can enhance collaboration and discussion between members of the lesson study team in planning and implementing learning, as well as reflection on learning activities (5) Can improve lecturer professionalism because initially lecturer-centered learning turns into learning centered on college student

scholarly journals PERSONAL PERSPECTIVES THAT MATTER

2021 ◽  
Author(s):  
Stephanie Kamai ◽  
Keyword(s):  
Professional Development ◽  
Preservice Teachers ◽  
Preservice Teacher ◽  
Lesson Study ◽  
Collaborative Research ◽  
Essential Elements ◽  
Development Model ◽  
The World ◽  
Professional Development Model ◽  
Different Parts

The purpose of this paper is to contribute to the existing literature about the theoretical and practical aspects of lesson study and its usefulness in preservice teacher reflectivity. Lesson study is a professional development model that began in Japan and is used in schools and universities among educators in many different parts of the world. Collaborative research lesson study, a variation of lesson study that maintains essential elements of lesson study used in Japan, has been used with preservice teachers at a small university in Hawaiʻi. This paper seeks to highlight the differences and suggests areas of study for further consideration.

MODIFIKASI MODEL PEMBELAJARAN MIND MAPPING DENGAN STRATEGI PEMBELAJARAN TUGAS DAN PAKSA

2019 ◽  
Vol 2 ◽  
Author(s):  
Dini Yuliani ◽  
Mutiara Bhayangkari ◽  
Maria Ulfah
Keyword(s):  
Learning Strategies ◽  
Learning Process ◽  
Intellectual Development ◽  
Learning Strategy ◽  
Student Discipline ◽  
Learning Models ◽  
Mind Mapping ◽  
The Right ◽  
Selection Of

This writing aims to improve students' understanding by modifying learning models with appropriate learning strategies that are considered based on the characteristics and intellectual development of students to improve learning outcomes. The learning process in Indonesia is currently still centered on teachers which causes students' memory and understanding to be still low. This is the background for the purpose of mind mapping learning models, namely making patterned visual and graphical subject matter that can help strengthen and recall information that has been studied. The selection of the right learning strategy can improve the results that will be obtained from the application of learning models in the classroom. Forced and forced learning strategies are chosen to complement and perfect the implementation of mind mapping learning models in the classroom. This strategy aims to train students' independence and discipline in learning through assignments given with clear time limits and strict penalties if there are students not completing their assignments properly. The combination of mind mapping learning models with forced and task learning strategies can be an alternative to improve the quality of learning in schools. With the increase in thinking power accompanied by student discipline in learning, the learning process in the classroom will run well and get maximum results so that the objectives of the learning can be achieved. For educators it is recommended to implement mind mapping learning models with forced and forced learning strategies in schools, so that learning objectives can be achieved optimally.

FROM THE EXPERIENCE OF IMPLEMENTING LESSON STUDY IN THE EDUCATIONAL PROCESS OF THE UNIVERSITY

2021 ◽  
Vol 69 (1) ◽  
pp. 36-48
Author(s):  
Zh.M. Maigeldiyeva ◽  
◽  
R.Kh. Kurmanbayev ◽  
U.B. Kojanbayeva ◽  
◽  
...  
Keyword(s):  
Professional Development ◽  
Teaching Methods ◽  
Lesson Study ◽  
Professional Competence ◽  
Educational Process ◽  
Joint Work ◽  
Pedagogical Skills ◽  
The University ◽  
Student Audience

The authors of the article emphasize that in modern conditions the demand for a social, creative person who is able to independently make decisions and be personally responsible for their implementation has increased. The importance of the process of forming professional competence among teachers has objectively increased. In the article, the authors talk about the experience of introducing Lesson study into the educational process of the university in order to improve. Teaching methods, improve the pedagogical skills of teachers and other continuous professional development. Lesson study is considered as a special form of research in action directly in the student audience and aimed both at improving the quality of students' knowledge through the joint work of teachers, and the results are analyzed. The conclusion is made about the need to use this approach in university practice.

scholarly journals Editorial

2018 ◽  
Vol 8 (4) ◽  
pp. 719-720
Author(s):  
Mirosław Pawlak
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Second Language Learning ◽  
State Of The Art ◽  
Major Difficulty ◽  
Language Learning Strategies ◽  
Learning And Teaching ◽  
Considerable Impact ◽  
To Come

The publication of the last 2018 issue of Studies in Second Language Learning and Teaching marks the end of the eighth year of existence of the journal. It has been a successful year for a number of reasons. First, we have concluded the transition to our electronic platform, which has made the processing of submissions much more manageable. Second, we have published two state-of-the-art special issues, one dedicated to emotions in language learning and the other to language learning strategies. Both of them carry papers by leading scholars in the two respective domains and I am positive that they will contribute to further improvement of the standing of the journal in the field. Third, we have commissioned special issues guest-edited by well-known scholars for several years to come. Fourth, we have seen a major rise in the number of submissions, and, even more importantly, an overall increase in the quality of the manuscripts. Fifth, as can be seen from the indices included in Scopus, the journal continues to have a considerable impact on the field and this impact is very likely to grow in the future. At the same time, there are many problems that we have to face, such as the delays in handling papers caused by the spike in submissions, the need to strike a balance between special issues and regular issues, or the major difficulty in finding suitable reviewers. We are sure, however, that these difficulties are simply challenges that need to be overcome and we are committed to making the journal grow and become even more influential in the field.

scholarly journals Academic Development Perspectives of Blended Learning

2012 ◽  
pp. 1-18
Author(s):  
Roisin Donnelly ◽  
Claire McAvinia
Keyword(s):  
Professional Development ◽  
Blended Learning ◽  
Learning Strategies ◽  
Academic Staff ◽  
Academic Development ◽  
Learning And Teaching ◽  
Education Environment ◽  
Technological Advances ◽  
Technological Intervention ◽  
Face To Face Instruction

Technological advances in every aspect of today’s higher education environment create a forum for academic developers to re-examine existing delivery methods for professional development. Within the context of this case study, the term ‘academic developer’ is taken to encompass the role of learning technologist. In order to be responsive and accommodate the changes, traditional instruction methods are being extended to encompass the range of Web 2.0 tools available. Debate is ongoing in the area of blended learning as to the ultimate effectiveness of technology integration. Through exploration of the experiences of two academic developers involved in the design and delivery of accredited professional development programmes for academic staff in Ireland, the case is made for an effective balance in pedagogical and technological intervention. Both were experienced in delivery of face-to-face instruction, had different levels of experience in online teaching and worked collaboratively with academic staff. Experience from the two case studies suggests that a prerequisite for embedding blended learning strategies in learning and teaching is that the instructors recognise the need for appropriate holistic academic development to provide them with not only an understanding of how best to use the technologies, but fundamentally for enhancing their understanding of how to develop effective blended learning environments.

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