Modeling Practice Guidance Consolidation Professional Competencies(PKP) On Long-Distance Education Students Through Lesson Study

Suhartono, and Mutiani, (2014) Modeling Practice Guidance Consolidation Professional Competencies(PKP) On Long-Distance Education Students Through Lesson Study. In: PDE Professional Development in Education Conference 2014, 11-12 Juni 2014, Park Hotel Bandung.

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Abstract

This study aims to produce an effective way in the PKP practice of guidance and can be used to enhance the PGSD-UT undergraduate student's ability in the improvement of learning through lesson study modeling. The development of professional teacher programs requires facilities that can provide opportunities for learning how to learn and to learn about teaching. The facility intended through lesson study (assess learning) is important, because theoretically, lesson study provides a way for teachers to be able to fix the learning systematically (Podhorsky, C., & Fisher, D., 2007). As a program of the estuary undergraduate PGSD-UT, Consolidation Professional Competencies (PKP) are the culmination of a course that has been followed previously by PGSD undergraduate students. Through the PKP, the student is expected to have a better professional capability in applying the principles of Classroom Action Research (PTK) to find, analyze, and formulate the learning problem faced, finding and solving problems through designing learning improvement plan, implement instructional improvement, finding the strengths and weaknesses of their own performance in order to improve the learning, as well as scientifically accountable for acts of improvement of learning. The study was conducted with the paradigm of participatory or emancipatory approach as a basic concept that set out the participatory action research (McTaggart, R. , 1991, Carr and Kemmis, 1990, Connole, 1993). The research method used observation techniques, learning journals, interviews, and documentaries in depth. The results showed that the Lesson study is a model of professional development of educators through collaborative learning and continuous assessment based on the principles of collegiality and mutual learning to build a learning community. Lesson mstudy is selected and implemented on PKP guidance activities in order to improve the professionalism of teachers as lesson study is an effective way to improve the quality of learning and teaching in the classroom considering the development of lesson study conducted and based on the results of "sharing” on professional knowledge which is based on practice and the learning outcomes conducted by the teachers. There are six phases of the lesson study on PKP mentoring activities, namely: (1) form a group lesson study, (2) determines mthe focus of the study, (3) plan the research lesson, (4) the implementation of learning and observation of learning activities, (5) discusses and analyzing the results of observation, and (6) reflection and refinement. These six stages are implemented in the form of a cycle plan-do-see (reflection). Through lesson study under the guidance of the PKP program occurred an increasing competence and professionalism of teachers, improving process quality and learning outcomes, development of a democratic learning paradigm based on constructivism to build a scientific mindset.

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