Revitalization Of Science Teacher Association Through Mentoring Based On Lesson Study

Azis, Andi Asmawati (2016) Revitalization Of Science Teacher Association Through Mentoring Based On Lesson Study. In: The International Conference on Educational Management and Administration & the 4th Congress of ISMAPI, 15-16 April 2016, Makassar.

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Abstract

Subject teachers association has long been take part to improve the competence of teachers, to this day the results are not well developed yet, and even less likely to attract science teacher. The research purposes are 1) to maximize the function and role of the science teacher deliberation in accommodating teacher to be professional in the case of continuous learning through mentoring based on lesson study. 2) To open the opportunity for teachers to make learning improvement through the process of simulation and collaboration. 3) To provide opportunities of productive discussion about learning implementation. Methods of research were qualitative descriptive and collaborative between members of science teacher deliberation and biology lecturer through three phase of lesson study; first phase is plan (preparation of learning devices) second phase is do (implementation of learning devices that have been agreed), third phase is see (reflection on the learning process and results that have been accomplished). The data collection instruments are: observation sheet of learning implementation, reflection journal of teachers and students. The results obtained; 1) the availability of learning devices that have been revised and simulated. 2) Aspects are done well as beginning activities: delivering indicators, form heterogeneous group, and motivate students, core activities: observe, ask, assess, communicate and conclude the results of the experiment, closing activity: learners write a reflection on post it paper. Activities that still require improvement are demonstration at the beginning of the experiment and a written assessment. Conclusions: 1) The mentoring through lesson study can improve the quality of learning, teachers' pedagogical competence, and make students active and comfortable to learn science. 2) Increased the scientific nature of the teacher in terms of openness, teamwork, oral and written communication. 3) Increased self-confidence as a science professional teacher.

Item Type:	Conference or Workshop Item (Paper)
Subjects:	FMIPA
Depositing User:	Dr Muhiddin Palennari
Date Deposited:	22 Jun 2023 07:03
Last Modified:	24 Jun 2023 09:04
URI:	http://eprints.unm.ac.id/id/eprint/31059

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