Improving teachers' competencies in differentiated learning through a lesson study-based learning community at SMPN 1 Tulakan
DOI:
https://doi.org/10.12928/jpm.v8i1.11910Keywords:
Differentiated Learning, Learning Community, Lesson study, Teacher’s CompetencyAbstract
SMPN 1 Tulakan is one of the Sekolah Penggerak in Pacitan Regency. This school requires the assistance of a learning community and the implementation of differentiated learning. The activities carried out as a solution to the problems of SMPN 1 Tulakan are training and mentoring for differentiated learning through lesson study-based learning communities. This training was carried out for 3 months June-August 2024. The participants were 32 teacher in SMPN 1 Tulakan. The approach used is participatory by involving teachers directly in theory and practice. The result of this activity was the teacher's achievement in understanding the learning community material, 83% really understood and 17% said they understood. Teachers' achievement in understanding differentiated learning material was 90% very understanding and 10% understanding. The results of the questionnaire on achieving understanding of the concept of lesson study showed that 87% of teachers really understood and 13% of teachers understood. In general, as many as 90% of teachers are able to apply the concept of differentiated learning and lesson study in class according to their role as model teachers or as observers. The conclusion of this community service program is that teachers understand material related to learning communities, differentiated learning and lesson study. Teachers are able to implement lesson study to activate the learning community of SMPN 1 Tulakan. Teachers increase their competence in practicing differentiated learning through lesson study at SMPN 1 Tulakan.
References
V. N. Rotty, Q. Kainde, J. I. Pitoy, and L. G. L. Punuh, “‘Sekolah Penggerak’ and Centers of Excellence,” Int. J. Inf. Technol. Educ., vol. 1, no. 4, pp. 111–138, Sep. 2022, doi: 10.62711/ijite.v1i4.89.
M. Minsih et al., “The Role of Private School Principle in Elementary Schools in Implementing Sekolah Penggerak,” AL-ISHLAH J. Pendidik., vol. 16, no. 2, pp. 1399–1409, May 2024, doi: 10.35445/alishlah.v16i2.4520.
L. chandrasari Desianti and T. Rahayuningsih, “Sekolah Penggerak and Guru Penggerak Evaluation Policy as Pioneers of Changes in The Education System in The New Paradigm Curriculum,” Pedago. J. Ilm. Pendidik., vol. 6, no. 1, pp. 128–140, Apr. 2022, doi: 10.55215/pedagonal.v6i1.4936.
R. Khusna and N. Priyanti, “The Influence of Learning Communities on Teachers’ Pedagogical Skills at the Bekasi Kindergarten NSIN Association,” J. Ilm. Potensia, vol. 8, no. 2, pp. 252–260, Jul. 2023, doi: 10.33369/jip.8.2.252-260.
Q. Wang and S. Luo, “Shifting from Teaching the Subject to Developing Core Competencies Through the Subject: The Revised Senior Middle School English Curriculum Standards (2017 Edition) in China,” in Springer International Handbooks of Education, vol. Part F1628, Springer, Cham, 2019, pp. 109–134, doi: 10.1007/978-3-030-02899-2_6.
B. Bachtiar, “Insights into Classroom Dynamics: Indonesian EFL Teachers’ Self-Efficacy in Instructional Strategies,” J. Basicedu, vol. 8, no. 1, pp. 837–848, Mar. 2024, doi: 10.31004/basicedu.v8i1.7208.
G. Falloon, “From digital literacy to digital competence: the teacher digital competency (TDC) framework,” Educ. Technol. Res. Dev., vol. 68, no. 5, pp. 2449–2472, Oct. 2020, doi: 10.1007/s11423-020-09767-4.
S. Sablo Sutton, C. Cuéllar, M. P. González, and M. J. Espinosa, “Pedagogical mentoring in Chilean schools: an innovative approach to teachers’ professional learning,” Int. J. Mentor. Coach. Educ., vol. 11, no. 1, pp. 69–88, Feb. 2022, doi: 10.1108/IJMCE-01-2021-0028.
M. A. Abetang, R. N. Oguma, and A. P. Abetang, “Mentoring And The Difference It Makes In Teachers’ Work: A Literature Review,” Eur. J. Educ. Stud., vol. 7, no. 6, Jun. 2020. [Online]. Available at: https://oapub.org/edu/index.php/ejes/article/view/3146.
A. Purwowidodo and L. N. Mufidah, “Differentiated Learning Models: Students’ Learning Style, Readiness, and Interest in Learning Regarding the Results of Fiqh,” Al Qalam J. Ilm. Keagamaan dan Kemasyarakatan, vol. 18, no. 6, p. 4063, Nov. 2024, doi: 10.35931/aq.v18i6.3802.
I. Sukmawati, S. Prajoko, and M. R. N. Alamsyah, “The response of biology education program students to differentiated learning as the implementation of independent learning that supports creativity,” AIP Conf. Proc., vol. 3116, no. 1, p. 40, May 2024, doi: 10.1063/5.0212217/3294875.
liza hidayati and I. Sujarwati, “The Differentiated Learning Strategy in Implementation Merdeka Belajar Curriculum to Improve Students’ Learning Outcomes of English Lesson in Elementary School,” Cendikia Media J. Ilm. Pendidik., vol. 13, no. 5, pp. 724–733, May 2023. [Online]. Available at: https://iocscience.org/ejournal/index.php/Cendikia/article/view/3668.
S. N. Sato et al., “Navigating the New Normal: Adapting Online and Distance Learning in the Post-Pandemic Era,” Educ. Sci., vol. 14, no. 1, p. 19, Dec. 2023, doi: 10.3390/educsci14010019.
F. Kamalov, D. Santandreu Calonge, and I. Gurrib, “New Era of Artificial Intelligence in Education: Towards a Sustainable Multifaceted Revolution,” Sustainability, vol. 15, no. 16, p. 12451, Aug. 2023, doi: 10.3390/su151612451.
C. M. Amerstorfer and C. Freiin von Münster-Kistner, “Student Perceptions of Academic Engagement and Student-Teacher Relationships in Problem-Based Learning,” Front. Psychol., vol. 12, p. 713057, Oct. 2021, doi: 10.3389/fpsyg.2021.713057.
C. Rapanta, L. Botturi, P. Goodyear, L. Guàrdia, and M. Koole, “Online University Teaching During and After the Covid-19 Crisis: Refocusing Teacher Presence and Learning Activity,” Postdigital Sci. Educ., vol. 2, no. 3, pp. 923–945, Oct. 2020, doi: 10.1007/s42438-020-00155-y.
E. Kostiainen and J. Pöysä-Tarhonen, “Meaningful Learning in Teacher Education, Characteristics of,” in Encyclopedia of Teacher Education, Singapore: Springer Nature Singapore, 2022, pp. 1054–1059, doi: 10.1007/978-981-16-8679-5_50.
M.-H. Chiu and J.-W. Lin, “Modeling competence in science education,” Discip. Interdiscip. Sci. Educ. Res., vol. 1, no. 1, p. 12, Dec. 2019, doi: 10.1186/s43031-019-0012-y.
L. T. T. Huong, N. Thi Thuy Quynh, N. Thi Ngoc, and N. Mau Duc, “Applying the Lesson Study Model in Developing Teaching Capability for Young Teachers in Vietnam.,” Eur. J. Educ. Res., vol. 10, no. 4, pp. 1755–1768, 2021, doi: 10.12973/eu-jer.10.4.1755.
F. H. Jhang, “Teachers’ attitudes towards lesson study, perceived competence, and involvement in lesson study: evidence from junior high school teachers,” Prof. Dev. Educ., vol. 46, no. 1, pp. 82–96, Jan. 2020, doi: 10.1080/19415257.2019.1585383.
F. Yalcin Arslan, “The role of lesson study in teacher learning and professional development of EFL teachers in Turkey: A case study,” TESOL J., vol. 10, no. 2, p. e00409, Jun. 2019, doi: 10.1002/tesj.409.
H. Tangi, N. Mamulak, and Y. R. Tineenti, “Teacher Empowerment in Developing Omatic Screencast Media Devices Through the LSLC System,” J. Pengabdi. UntukMu NegeRI, vol. 4, no. 2, pp. 146–152, 2020, doi: 10.37859/jpumri.v4i2.2039.
S. B. Gutierez, “Collaborative lesson planning as a positive ‘dissonance’ to the teachers’ individual planning practices: characterizing the features through reflections-on-action,” Teach. Dev., vol. 25, no. 1, pp. 37–52, Jan. 2021, doi: 10.1080/13664530.2020.1856177.
Syafruddin and I. D. Lestari, “Comparative study of the level of inquiry learning model on the learning outcomes of undergraduate students in the biology education study program, Samawa University, Sumbawa Besar,” Pros. Semin. Nas. SIMBIOSIS III, Madiun, 15 Sept. 2018, no. September, pp. 44–52, 2018, [Online]. Available at: https://e-journallppmunsa.ac.id/index.php/jrktl/article/download/39/38.
A. Fox and V. Poultney, “Teacher professional learning through lesson study: teachers’ reflections,” Int. J. Lesson Learn. Stud., vol. 9, no. 4, pp. 397–412, Aug. 2020, doi: 10.1108/IJLLS-03-2020-0011.
J. D. Vermunt, M. Vrikki, N. van Halem, P. Warwick, and N. Mercer, “The impact of Lesson Study professional development on the quality of teacher learning,” Teach. Teach. Educ., vol. 81, pp. 61–73, May 2019, doi: 10.1016/j.tate.2019.02.009.
A. G. Mastuti, A. Abdillah, and M. Rumodar, “Improving the Quality of Teacher Learning Through Differentiated Learning Workshops and Mentoring,” JMM (Jurnal Masy. Mandiri), vol. 6, no. 5, pp. 1–9, Oct. 2022, doi: 10.31764/jmm.v6i5.9682.
G. Roorda, S. de Vries, and A. E. Smale-Jacobse, “Using lesson study to help mathematics teachers enhance students’ problem-solving skills with teaching through problem solving,” Front. Educ., vol. 9, p. 1331674, Jan. 2024, doi: 10.3389/feduc.2024.1331674.
R. Y. Sekar and N. Kamarubiani, “Learning Community as a Means of Learning and Self-Development,” Indones. J. Adult Community Educ., vol. 2, no. 1, pp. 10–15, Mar. 2023, doi: 10.17509/ijace.v2i1.28285.
C. Triatna, “Building a Professional Learning Community to Improve the Quality of Education in Schools,” J. Adm. Pendidik., vol. 12, no. 1, Mar. 2017, doi: 10.17509/jap.v22i1.5918.
D. Wahyuningsari, Y. Mujiwati, L. Hilmiyah, F. Kusumawardani, and I. P. Sari, “Differentiated Learning in the Framework of Realizing Independent Learning,” J. JENDELA Pendidik., vol. 2, no. 04, pp. 529–535, Nov. 2022, doi: 10.57008/jjp.v2i04.301.
R. Fauzia and Z. Hadikusuma Ramadan, “Implementation of Differentiated Learning in the Independent Curriculum,” J. Educ. FKIP UNMA, vol. 9, no. 3, pp. 1608–1617, Oct. 2023, doi: 10.31949/educatio.v9i3.5323.
P. M. O. N. Pallegama, K. A. M. R. Kumari, D. M. D. P. M. Dissanayaka, A. V. Y. Ravihansi, A. Karunasenna, and U. Samarakoon, “Evaluating Teaching Content and Assessments based on Learning Outcomes,” in 2020 2nd International Conference on Advancements in Computing (ICAC), Dec. 2020, pp. 299–304, doi: 10.1109/ICAC51239.2020.9357319.
P. Rahayuningsih, N. Harahap, and A. Warisno, “Strengthening the Profile of Pancasila Students through the Differentiated Mulia Method,” JMKSP (Jurnal Manajemen, Kepemimpinan, dan Supervisi Pendidikan), vol. 9, no. 2, pp. 1487–1499, Nov. 2024, doi: 10.31851/jmksp.v9i2.16750.
F. Maulida, A. D. Fitriani, and M. Darmayanti, “Development of Teaching Materials Based on Differentiated Learning to Improve Critical Thinking Dimensions of The Pancasila Learner Profile,” J. Kependidikan J. Has. Penelit. dan Kaji. Kepustakaan di Bid. Pendidikan, Pengajaran dan Pembelajaran, vol. 10, no. 1, p. 125, Mar. 2024, doi: 10.33394/jk.v10i1.10420.
E. Hasanah, S. Suyatno, I. Maryani, M. I. Al Badar, Y. Fitria, and L. Patmasari, “Conceptual Model of Differentiated-Instruction (DI) Based on Teachers’ Experiences in Indonesia,” Educ. Sci., vol. 12, no. 10, p. 650, Sep. 2022, doi: 10.3390/educsci12100650.
S. Seleznyov, “Lesson study: exploring implementation challenges in England,” Int. J. Lesson Learn. Stud., vol. 9, no. 2, pp. 179–192, Nov. 2019, doi: 10.1108/IJLLS-08-2019-0059.
N. Rahayu, D. S. Suharti, F. A. Wigati, and E. Taufanawati, “Investigating The Components Of Outcome Based Education In Efl Classroom: A Lesson Plan Analysis,” English Rev. J. English Educ., vol. 9, no. 2, pp. 399–408, Jun. 2021, doi: 10.25134/erjee.v9i2.4419.
I. Q. Krishan and M. S. Al-rsa’i, “The Effect of Technology-Oriented Differentiated Instruction on Motivation to learn Science,” Int. J. Instr., vol. 16, no. 1, pp. 961–982, Jan. 2023, doi: 10.29333/iji.2023.16153a.
A. Richit, N. T. Agranionih, T. T. B. Zimer, and R. B. Neves, “Professional Collaboration in a Lesson Study with University Mathematics Professors.,” Int. Electron. J. Math. Educ., vol. 19, no. 2, May 2024, doi: 10.29333/iejme/14290.
D. Mhakure, “School-based mathematics teacher professional learning: A theoretical position on the lesson study approach,” South African J. Educ., vol. 39, no. Supplement 1, pp. S1–S8, Sep. 2019, doi: 10.15700/saje.v39ns1a1754
Downloads
Published
Issue
Section
License
Copyright (c) 2024 Sardulo Gembong, Wachidatul Linda Yuhanna, Taufik Hidayat Eka Yunianto
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with Jurnal Pemberdayaan: Publikasi Hasil Pengabdian Kepada Masyarakat agree to the following terms:
- Authors retain copyright and grant the journal the right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
