^PERAN LESSON STUDY DALAM MENINGKATKAN

PROSIDING SEMINAR NASIONAL LESSON STUDY 3
^PERAN LESSON STUDY DALAM MENINGKATKAN PROFESIONALITAS PENDIDIK \fc
DAN KUALITAS PEMBELAJARAN
AKTIVITAS DAN RESPON CALON GURU DALAM PENERAPAN LESSON STUDY PADA PEMBELAJARAN MATEMATIKA BERBAHASA INGGRIS DI SMA NEGERI 3 MALANG
Cholis Sa'dijah
Jurusan Matemalika FMIPA Universitas Negeri Malang
Abstrak: Makalah ini membahas aktivitas dan respon calon guru dalam penerapan Lesson Study pada
pembelajaran matemalika berbahasa Inggris di SMA Negeri 3Malang. Aktivitas tersebut meliputi plan
do, dan see. Calon guru yang terlibat adalah 13 mahasiswa peserta matakuliah Teaching Senior High
School Mathematics in English tahun 2010. Matakuliah ini menyediakan pengalaman bagi mahasiswa
untuk menerapkan lesson study dan praktek membelajarkan matematika di kelas bilingual. Calon guru
memberi respon positif terhadap penerapan lesson study. Mereka merasa memperoleh pengalaman
lebih dalam praktek membelajarkan matematika berbahasa Inggris pada siswa di sekolah, tidak hanya
praktek simulasi di kampus. Mereka berpendapat bahwa kepercayaan dirinya meningkat dalam
membelajarkan matematika berbahasa Inggris karena memperoleh pengalaman ini. Mereka juga
merasakan bahwa kemampuan komunikasi matematika mereka dalam bahasa Inggris untuk
membelajarkan matematika berbahasa Inggris di SMA masih perlu ditingkatkan.
Kata kunci: aktivitas, respon, calon guru, pembelajaran matematika berbahasa Inggris, Lesson Study
Sebagai unit pelaksana dari suatu lembaga
pendidikan "pencetak" calon guru, dalam hal ini
guru matematika, program studi pendidikan
matematika mempunyai tanggung javvab dalam
meningkatkan atmosfer akademik sehingga
efisiensi dan produktivitas lulusan menjadi
semakin meningkat. Karena adanya tuntutan
pengguna lulusan dari Program Studi ini maka
langsung di sekolah dalam membelajarkan
matematika berbahasa Inggris.
Dalam pelaksanaan pembelajaran mata
kuliah ini akan diterapkan Lesson study (LS).
Berdasarkan kajian teori dan pengalaman sebagai
dosen pendamping pelaksanaan LS di sekolah,
LS cocok diterapkan dalam pelaksanaan
perkuliahan
ini.
LS
dilakukan
melalui
Prodi ini menyediakan matakuliah Teaching
Junior Secondary Mathematics in English
serangkaian kegiatan Plan-Do-See (Fernandez &
(TJSME) dan Teaching Senior High School
Mathematics in English (TSHME). Salah satu
kegiatan dalam perkuliahan ini, mahasiswa
menyusun rancangan pembelajaran dan praktek
mempunyai
kesempatan
mempraktekkan
langsung di sekolah. Dalam pembelajaran ini LS
dilakukan sebagai berikut. Tahap "Perencanaan
simulasi pembelajaran matematika berbahasa
Inggris di kampus. Dalam refleksi perkuliahan
ini dan wawancara dengan mahasiswa peserta
matakuliah ini dapat dikemukakan tentang
Yoshida, 2004).
Sewaktu
"do"
mahasiswa
{Plan) bertujuan untuk menghasilkan rancangan
pembelajaran
yang
diyakini
mampu
membelajarkan
membangkilkan
siswa
secara
partisipasi
efektif
siswa
seita
dalam
pembelajaran matematika berbahasa Inggris.
perlunya mahasiswa peserta matakuliah ini untuk
Dalam
diberi pengalaman langsung di sekolah untuk
membelajarkan matematika berbahasa Inggris.
Penelitian Sa'dijah (2009) menyarankan bahwa
mahasiswa perlu mempunyai pengalaman
kolaboratif berbagi ide menyusun rancangan
pembelajaran
untuk
menghasilkan
cara
pengorganisasian
bahan
ajar,
proses
FMIPA UNIVERSITAS NEGERI MALANG. 9 Okiober20I0
perencanaan,
mahasiswa
secara
pembelajaran, maupun penyiapan alat bantu
pembelajaran.
Sebelum diimplementasikan
35
PROSIDING SEMINAR NASIONAL LESSON STUDY 3
' PERAN LESSON STUDY DALAM MENINGKATKAN PROFESIONALITAS I
DAN KUALITAS PEMBELAJARAN
dalam kelas, rancangan pembelajaran yang telah
disusun kemudian disimulasikan. Pada tahap ini
Standards,
yang diperlukan dalam pengamatan. Tahap
"Pelaksanaan {Do)"
bertujuan untuk
mengimplementasikan rancangan pembelajaran.
membelajarkan
matematika
Standards,
Developing
Mathematics
anticipated
Instructions,
learning
Assessment, and
School
Based
materials.
('urriculum
Development
5-8
mahasiswa berperan sebagai pelaksana LS dan
mahasiswa yang lain sebagai pengamat. Fokus
pengamatan bukan pada penampilan mahasiswa
yang
Practice:
Modelling,
Developing
Producing
Learning
Guided
lesson plan.
practice, shared
learning
Materials
practice.
scenario,
berbahasa
Inggris, tetapi lebih diarahkan pada kegiatan
belajar siswa dengan berpedoman pada prosedur
independent
worksheet.
practice
media,
assessment.
9-16
I'eer Teaching 1:
Students
practice,
handbook of
communication
reflection,
classroom
skills
feedback, revise
English.
Presenting
focus
dan instrumen yang telah disepakati pada tahap
on
perencanaan. Pengamat tidak diperkenankan
mengganggu proses pembelajaran. Tahap
"Refleksi (See)" bertujuan untuk menemukan
kelebihan dan
kekurangan
pelaksanaan
pembelajaran. Kegiatan diavvali dengan
penyampaian kesan dari pembelajar dan
selanjutnya diberikan kepada pengamat. Kritik
basic
competences
('ompetence
ditetapkan prosedur pengamatan dan instrumen
Dalam proses pelaksanaan tersebut, salah satu
discussion
Graduates
Reading
mathematics
concepts
focus
on
comiminical
ion skills
17-32
I'eer Teaching II:
Students
practice as a real
practice,
their
teacher
reflection.
learning
feedback, revise
(LESSON
STUDY: plan.
do, see)
and revising
appropriate!
dan saran diarahkan dalam rangka peningkatan
Reviewing
materials,
>••
Practicing
kualitas pembelajaran dan disampaikan secara
as
a
real
teacher
to
show
their
bijak tanpa merendahkan atau menyakiti hati
mahasiswa yang praktek membelajarkan
matematika dalam bahasa Inggris. Masukan yang
positif dapat digunakan untuk merancang
ability
to
teach
mathematics
in English.
kembali pembelajaran yang lebih baik.
Dari Tabel 1 di atas dapat dikemukakan
PEMBAHASAN
Berikut
dikemukakan
isi
Matakuliah
"'Teaching Senior High School Mathematics In
English" (TSHME). Mata kuliah ini berkode
MAP 468, 3 sks, 4 js, disajikan pada semester
VI. Tujuan perkuliahan ini adalah bahwa "the
students are expected to be able to teach senior
high school mathematics in English". Deskripsi
matakuliah ini sebagai berikut. "The course pro
vides several experiences that are required to
help students be able to teach mathematics in
English. Through this course, the students learn
on developing learning materials, such as: lesson
plan, learning scenario, students worksheet,
learning media, and assessment. The students are
bahwa penelitian ini dilakukan pada tengah se
mester kedua yaitu dengan penerapan Lesson
Study dan pemberian pengalaman langsung di
sekolah.
Dalam pelaksanaan pembelajaran ini, pada
awalnya 13 mahasiswa peserta matakuliah ini
bekerja dalam kelompok, masing-masing kelompok beranggotakan 4-5 mahasiswa. Setiap
kelompok menyusun draft rancangan pembela
jaran matematika berbahasa Inggris, sehingga
ada tiga draft rancangan pembelajaran. Pada
waktu "plan" draft rancangan pembelajaran
tersebut
dibahas
dan
disimulasikan
untuk
menghasilkan rancangan pembelajaran yang diharapkan mampu membelajarkan siswa secara
nario".
efektif serta membangkitkan partisipasi siswa
dalam pembelajaran matematika berbahasa Ing
label 1. Aktivitas Perkuliahan TSHME
diperoleh rancangan pembelajaran yang siap
also required to practice their lesson plan/ sce
Meeting t)
IS
gris. Dengan demikian dari tahap "plan" akan
Topics
Instructional
Method
Introduction.
Question
('anient
answer.
and
diimplementasikan pada tahap "do" di sekolah.
Tusks
Developing
indicators of
FMIPA UNIVERS1TASNEGER1 MALANG. 9 Oktobc-2010
Dalam makalah ini dibahas aktivitas maha
siswa selama penerapan satu siklus lesson Study,
yaitu "plan"," do", dan "see". Berikut dibahas
36
PROSIDING SEMINAR NASIONAL LESSON STUDY 3
PERAN LESSON STUDY DALAM MENINGKATKAN PROFESIONALITAS PENDIDIK >
DAN KUALITAS PEMBELAJARAN
aktivitas mahasisvva dalam tahap "plan", yaitu
pada saat refleksi simulasi di kampus sebelum
pelaksanaan "do" di SMA Negeri 3 Malang.
Dalam hal ini salah satu mahasisvva berperan se-
Forum paid attention to the video and together
make a review about the teaching and learning
process simulation inprevious process
bagai moderator.
Refleksi dari hasil observasi dan tayangan
video selama pelaksanaan simulasi sebagai berikut.
Introduction (It should be better the stu
dents explain about their opinion detail and give
chance to the other students; Teacher fell the
slides played a big role in instruction. The
teacher always look at the slides and then she
spoke). Main Activity (In NHTmodel, teacherfell
need to manage the class so that the process can
befluent). Closing (Reflection should be after the
conclusion; The conducting quiz is useful to
measure students understanding). Generally, If
teacher have some question for students, teacher
may say "I have a question, you can see on the
Moderator introduced the aim of the reflection
slide ..." but teacher didn't do that, teacher have
directly stated the question so that some students
that day. Forum would review teaching and
learning process simulation in previous process.
feel confused. Ifthe students are noisy, the class
Forum divided into currentfunction that are no-
becomes crowded, teacher have leaded them to
tulen, moderator, teacher, and observer.
n
ward a quiet. It is okay and very goodfor discus
sion, but not while teacher was explaining the
materials; Some ofslides are not clear because
of unobviousness of difference of background
and the main text or image. But the slides are
very good, attractive and provide a lot of infor
mation. Some students didn Vknow the meaning
ofD,, B2, Bh ... (number in NHT). Teacher didn't
use "MAPLET yet. It wasn't really important,
teacher might to delete itfrom the slides. Finally,
after doing simulation in internforum and reflec
tion of itsimulation, the team teaching decided to
use the same lesson plan involving topics, media,
its instrument, and instructional models as the
Forum paid attention to the video and together
make a review about the teaching and learning
beginning; and to revise the contain ofhand-out,
processsimulation inprevious process.
reducesomeproblems on the worksheet.
Pada vvaktu "do" yaitu pada waktu praktek
membelajarkan matematika berbahasa Inggis,
ada mahasisvva yang berperan sebagai guru, ob
server dan perekam data. Beberapa catatan tentang aktivitas mahasisvva selama pelaksanaan
"do" di sekolah sebagai berikut.
The lesson is taught at the scheduled time.
Team teaching, other observers, instructor, and
guest observer attend to the site, class XI-6 Sci
ence. One member ofthe team teaches the lesson
and other members attend the class to collect
data. Students are briefed on the purpose ofthe
study.
EMIPA US'IVERSITASNEGERI MALANG. 9 Oktober 201(1
37
PROSIDING SEMINAR NASIONAL LESSON STUDY 3
PERAN LESSON STUDY DALAM MENINGKATKAN PROFESIONALITAS PENDIDIK
DAN KUALITAS PEMBELAJARAN
He looks sleepy
He open the next paper
He fust silent and move his
body
08.51
His friend ask him
He does not write down the re
sult on the paper
He yawn
He discuss a little with his
friendsHe looks confuse about the ma
08.53
terial
He ask theirfriends (He looks
hisfriends' result)
He imagine the graph
08.55
He want to try answer the
All observers gather rich evidence related
to the learning goal during the lesson, capturing
the complexity of actual teaching and learning.
Observers may record detailed field notes, stu
question
When his friends answer, he
08.56
dent activity, or use checklists or rubrics to cate
gorize student performance, thinking, andbehav
Observer students may observefocus on specific
students during the lesson. The number of stu
He consider teacher explana
08.59
tails: an observer observes one student. In gen
eral, the observationfor the students' activity are
asfollows. The number ofstudents at this class is
31 students but one student is absent; The stu
dents started their activity at the instructional
(the introduction activity) that was started at
8.47 a.m; The main activity was begun at 9.18
a.m; The closing activity was begun at 9.42 a.m;
He discuss (ask) the fiend
about the material that he still
09.02
confuse (don 7 understand)
He looks sleepy
He see to the camera
09.03
Tabel 2. Contoh Observasi Sisvva
Student's Activity
Introduction
He see the teacher, but his
view looks like empty
He daydreaming and sleepy
09.04
Time
While his next friend discuss,
09.00
Berikut dikemukakan contoh observasi
Observation Notefor Tasa Riski
tion
he fust keep silent
The instructional was ended at 9.47 a.m.
sisvva
just smile
He fust copy his friends' result
He looks teacher explanation
while play with the next friends
ior even observer may record teacher activities.
dents who are observed is 5 students with the de
He try to draw it
He fust look the whiteboard
He looks thinking something,
but it seems not related to the
material
09.05
09.07
09.09
He read the handout after
He looks his friends' result and
observe (think) it
He see the situation in the class
He want to try answer the
question
08.48
teacher give it, but he also look
away to his next friend
09. J J
He likely engage to do indi
vidually, but sometimes he ask
08.49
He just keep silent
He see teacher saying
09.13
his friendsHe put his left foot on the right
08.50
FM1PA UXirERSlTASKEGERI MALANG, 9 Okiober 2010
38
PROSIDING SEMINAR NASIONAL LESSON STUDY 3
WPERAN LESSON STUDY DALAM MENINGKATKAN PROFESIONALITAS PENDIDIK
DAN KUALITAS PEA
09.15
foot
He chat with his friends
Main Activity
NHT (Number Head Together)
09.16
is begin and he search his
group
He get number 5 in group A
09.17
Teacher ask students to solve
the worksheet in 15 minutes
09.18
He just open his worksheet
He try to answer the problem
He try to looks for the other
reference
09.19
He just looks for in his map
09.22
about the reference
He return to see his worksheet
He try again to solve the prob
lem in worksheet
09.25
He didn't solve his worksheet,
but talk about football like
"Barca, Arema, PerseIa. "
09.26
whether one of them is absent. Teacher asks the
students to consider their handout and asks some
probing questions. Students are quite active;
some ofthem answer teacher questions. Teacher
asked students to act with spirit when she saw
her students were not so. Teacher gives confir
mation, before thatshe asks to the other students
function
He close his worksheet
09.32
He doing his worksheet again
In confirmation step, he didn 7
attention his friend who pre
bysketching graphs in whiteboard. Teacher tells
sent
Closing Activity
Teacher
09.47
dance of the member of the class and ask
about other ideas. Teacher also facilitates the
students in order to make conjecture of theorem
oflimit offunction in addition and multiplication
09.31
09.44
laporan "lesson learned".
Introduction. Teacher starts the lesson and
greets the students. Teacher checks the atten
problem by multiply the given
He analyze the problem
He play with his friend
09.40
Selanjutnya, tahap "see'" yaitu tahap refleksi. Sebelum melakukan refleksi, dikaji beberapa catatan observasi selama tahap "do" dari
He try again to solve some
09.30
09.35
.":-k
to the students if they have difficulties in posing
ideas/questions it is noproblem if they pose the
questions with Indonesian language. Teacher
asks the students to discuss with their friends
about the next problems, after the time is over
one of (he students come infront of the class to
explain to the otherfriends and teacher asks an
asks
students
to
collect their worksheet
other idea to the other students.
Main Activities. Teacher divides the class
Teacher and students reflect
into some groups randomly according to their
the instructional
desk and then students start to move on. Teacher
He didn't give opinion, but his
next friend, Raff said that
there are many people who
observe the class make they
cannot comfortable in doing
spreads the worksheet and gives the label of the
the lesson
Besides that, the lesson is videotaped for fu
ture reference and review.
number to each ofthe students butsome students
cannot see the graph of g(x) clearly. Then stu
dents start to do the worksheet with their group
but some groups can't do the worksheet coopera
tively. At the process ofdiscussion, some groups
do not understand with the problem in the work
sheet and then teacherfacilitates them. Discus
sion spends about 30 minutes and all groups
have done the worksheet. After time to do the
worksheet is over, teacher choose the label of
number randomly and students who has that
number presents infront of the class. When the
representative student presents the answer, the
FMIPA UNIVERSITASNEGER1 MALANG, 9 Oklober2010
39
I'ROSIDING SEiMINAR NASIONAL LESSON STUDY 3
PERAN LESSON STUDY DALAM MENINGKATKAN PROFESIONALITAS PENDIDIK
DAN KUALITAS PEMBELAJARAN
other students keep busy. Then teacher askabout
PENUTUP
the other ideas to the other member ofthe class.
After that, teacher gives confirmation about the
answer.
Closing. Teacher asks the students make
conclusion together about the lesson that just
Masing-masing mahasiswa selama penera
pan lesson study ini aktif. Baik mereka yang se
bagai guru model, observer, maupun sebagai
perekam data. Calon guru memberi respon posi-
now execute, and then teacher confirms it. They
tif terhadap penerapan lesson study. Mereka
do reflection. A student said that he cannot do
inerasa memperoleii pengalaman lebih dalam
praktek membelajarkan matematika berbahasa
the problem on worksheet well because the pres
ence of a lot ofpeople disturbed him. Another
student saidthat she was confused. Teacher asks
the students to submit their worksheet. Teacher
closes the lesson by saying goodbye.
Inggris pada siswa di sekolah, tidak hanya prak
tek simulasi di kampus. Mereka berpendapat
bahwa kepercayaan dirinya meningkat dalam
membelajarkan matematika berbahasa Inggris
Dari kajian hasil observasi, dikemukakan
refleksi sebagai berikut. The allocation time is
too long, so that the team teachers need to re
duce some contents of handout and worksheet.
Since the quiz doesn 't holdon so that teacher has
karena memperoleh pengalaman ini. Mereka
juga merasakan bahwa kemampuan komunikasi
matematika mereka dalam bahasa Inggris untuk
membelajarkan matematika berbahasa Inggris di
to manage the time allocation as long as the in
lebih terbuka dalam menerima masukan untuk
perbaikan pembelajaran. Mereka merasa leebih
SMA masih perlu ditingkatkan. Mereka merasa
structional activities happen. The next lesson
study will be heldon next week. For the next les
tidak canggung kalau ada yang mengunjungi ke-
son study, the timeallocation is about 65 minutes
lasnya sewaktu mereka membelajarkan mate
matika berbahasa Inggris, yang tentu saja hal ini
include introduction, main, and closing activities.
For the next lesson study, the center teacher is
onlytwo teachers and the others teacher and ob-
akan meningkatkan keprofesionalan mereka se
bagai calon guru masa depan.
server should be in the behind of the class. Obseiver students have to close to students when
discussion process occur. The problems on the
worksheet are clarified not only in printing but
also about the quality of the question (especially
in graph problem). The teacher has to manage
the class. Give probing question when the stu
dents are active less and conduct the class if the
DAFTAR RUJUKAN
Fernandez, C. & Yoshida, M. (2004). Lesson Study:
A Japanese Approach to Improveing Mathe
matics Teaching and Learning. London:
Lawlence Erlbaum Associated, Inc.
Lewis, C. 2002. Lesson study: A handbook ofteacher-
led instructional change. Philadelphia: Re
students less concern in material.
search for Better Schools.
Lewis, C, Perry, R., Hurd, J., & O'Connel, M. P.
2006. Teacher collaboration: Lesson study
omes ofage in North America. Tersedia pada
http://www.Lessonresearch.net/LS_06Kappan.
pdf.
Roy, R. (2008). Active learning. Mathematics
Teaching. 211, 36-36. Diakses 20 Oktober
2009 dari Academic Research Library (ID Dokumen: 1864856581)
Sa'dijah, C. (2006). Pengembangan Model Pembela
Pada
Lampiran
dikemukakan
"lesson
learned report" dari penerapan lesson study di
SMA Netzeri 3 Malans.
jaran Matematika Beracuan Konstruktivisme
untuk Siswa SMP. Mathedu Jurnal Pendidikan
Matematika. 1 (2): 111-122.
Sa'dijah, C (2009). "Unjuk Kerja Mahasiswa Peserta 'Teaching Junior Secondary Mathe
matics In English' dalam Membelajarkan
Matematika Berbahasa
Inggris Berbantuan Teknologi Informasi dan Ko
munikasi" dalam Jurnal Pendidikan dan
FMIPA UNIl -ERSITAS XEGERI MALANG, 9 Okiober 2010
40
{•m . :r
PROSIDING SEMINAR NASIONAL LESSON STUDY 3
^5^PERAN LESSON STUDY DALAM MENINGKATKAN PROFESIONALITAS PENDIDIK
DAN KUALITAS PEMBELAJARAN
Pembelajaran, 16(2): 171-179. Malang: LP3
UM.
Yoshida, M. 2002. Developing Effective Use of the
Blackboard through Lesson
Study.http://ww\v.rbs.org/lesson_study/confen
rence/2002/paper/Yosh idablacboard .shtml.
Zane, T.(2009). Performance Assessment Design
Principles Gleaned from Constructivist
Learning Theory (Part 2). Tech Trends, 53( 3),
86-94. Diakses 20 Oktober 2009 dari Aca
demic Research Library (ID Dokumen:
1796217141)
the number to each of the students. Then stu
dents starts to do the worksheet with their
group. Some of group are not understand
with the problem in the worksheet and then
teacher facilitates them. After time to do the
worksheet is over, teacher choose the label of
number randomly and students who has that
number presents in front of the class. Then
teacher ask about another ideas to the other
member of the class. After that teacher gives
confirmation.
Closing Activity : starts at 09.30
Teacher asks the students make con
LAM PI RAN
clusion together about the lesson that just
now execute, then teacher confirms it. They
"Lesson learned report" dari penerapan
lesson study di SMA Negeri 3 Malang.
submit their worksheet. Teacher closes the
INSTRUCTIONAL IDENTITY
Subject: Mathematics
Topics : Theorem ofLimit ofFunction
Class: XI
The number ofstudents : 30
School: SMAN 3 Malang
THE SUMMA R Y OF INSTR UCTION
Introduction : starts at 08.36
Teacher starts the lesson and greets
the students. She checks the attendance the
member of the class and ask whether one of
them is absent. Teacher asks the students to
consider their handout and asks some prob
ing questions, students are quite active, some
of them answer teacher questions. Teacher
gives confirmation, before that she asks to the
other students about other ideas.
Teacher
also facilitates the students in order to make
conjecture of theorem of limit offunction in
addition and multiplication by sketching
graphs in whiteboard. Teacher tells to the
students if they have difficulties in posing
ideas/questions it is no problem if they pose
the questions with Indonesian language.
Teacher asks the students to discuss with
their friends about the next problems, after
the time is over one of the students come in
front of the class to explain to the other
friends and teacher asks another idea to the
other students.
lesson.
IMPORTANT NOTES FROM REFLEC
TIVE DISCUSSION
The time allocation ofintroduction is too
long, maybe you can rearrange your
handout in order to manage the time.
Because the introduction time is too long
it implies the time until the end ofthe
lesson, the consequence not all ofyour
lesson plan is run well.
Before you do the teaching andlearning
process, it is better ifyou prepare the
tools so thatyou can do the instruction
as your plan.
Mrs. Ani says that in order to make the
students understand about the concept of
the limit ofjunction, first she gives
comprehension intuitively byshowing
that the limit offunction at a point both
in left andright side aresame by using
the tableas yours, but in your lesson
plan youjustfrom the left. After that she
shows the limit offund ion at a point by
approachingfrom the graph. And then
move on to the limit ofalgebraic
expression.
VALUABLE LEARNING
(LESSON LEARNED)
In this teaching and learning process,
actually the process is run well but
maybe the time allocation should be
rearrange in order to make the lesson is
Main Activity : starts at 09.10
Teacher divides the class into some
groups randomly according to their desk,
then students starts to move on.
do reflection. Teacher asks the students to
Teacher
spreads the worksheet and give the label of
FM1PA UNIVERSITASNEGERI MALANG. 9 Oktober2010
run as the plan that written in lesson
plan.
Not all ofthe students are active and
spirit, maybe the reason is theyare shy
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PROSIDING SEMINAR NASIONAL LESSON STUDY 3
PERAN LESSON STUDY DALAM MENINGKATKAN PROFESIONALITAS PENDIDIK
DAN KUALITAS PEMBELAJARAN
topose their ideas or questions in
English, but teacher has confirmed to
them that it's noproblem if they pose the
ideas/questions in Indonesian language.
Actually the students have take on this
material but infact theystill don 7
comprehend thematerial, maybe it is
because they do not understand the
concept of limits well.
FMIPA UN1VERSITAS NEGER1 MALANG, 9 Okiober 2010
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