IMPROVING OF JUNIOR HIGH SCHOOL SCIENCE TEACHERS COMPETENCY THROUGH LESSON STUDY
DOI:
https://doi.org/10.26418/jpmipa.v17i1.100673Keywords:
Formative Assessment, Learning Studies, Participatory Action Research, Science Education, Teacher CompetencyAbstract
This study aims to improve the competence of junior high school science teachers through Lesson Study activities and the development of scientific articles. Participatory Action Research (PAR) was chosen as the research method. The study involved 17 science teachers who were members of the Malang City Science Teacher Working Group (MGMP IPA). The teachers carried out lesson study in groups with three cycles of plan, do, see, and reflect. Each group designed, implemented, observed, and reflected on the learning process during the three cycles. Data was obtained through observation and questionnaires to identify the competencies of science teachers. The results showed that the implementation of Lesson Study was able to improve teachers' understanding of the concepts and objectives of lesson study, observation skills, and the ability to analyze learning outcomes. Teachers also had a good knowledge of formative assessment in learning. The integration of Lesson Study followed by the development of scientific articles proved to be an effective strategy for improving teacher competence. The involvement of teachers in this research also created a professional learning culture oriented towards improving the quality of science learning in schools.References
K. K. Gautam, R. Agarwal, and R. Scholar, “The New Generation Teacher: Teacher as a Facilitator,” 2023. [Online]. Available: www.ijcrt.org
M. E. Riadi, B. Biyanto, and B. Prasetiya, “The Effectiveness of Teacher Professionalism in Improving the Quality of Education,” KnE Social Sciences, pp. 517–527, Jun. 2022, doi: 10.18502/kss.v7i10.11253.
M. Isa, N. Neliwati, and Y. Hadijaya, “Quality Improvement Management in Teacher Professional Development,” Munaddhomah: Jurnal Manajemen Pendidikan Islam, vol. 5, no. 2, pp. 136–147, Feb. 2024, doi: 10.31538/munaddhomah.v5i2.782.
Y. Nazarova, “The Use of Traditional And Non-Traditional Methods In EFL Classroom,” Innovative Technologica: Methodical Research Journal, vol. 3, no. 4, p. 6, Dec. 2024, doi: 10.47134/innovative.v3i4.129.
S. Amandus Hutasoit, “Pembelajaran Teacher Centered Learning (TCL) dan Project Based Learning (PBL) dalam Pengembangan Kinerja Ilmiah dan Peninjauan Karakter Siswa,” Jurnal Pendidikan Indonesia, vol. 2, no. 10, pp. 1775–1799, Oct. 2021, doi: 10.36418/japendi.v2i10.294.
D. Rachmawati, S. Suharno, and R. Roemintoyo, “The Effects of Learning Design on Learning Activities Based on Higher Order Thinking Skills in Vocational High Schools,” Open Education Studies, vol. 5, no. 1, Jan. 2023, doi: 10.1515/edu-2022-0202.
D. B. Shabrina, Y. Basthomi, and E. L. Zen, “Exploring higher order and lower order thinking skills in Indonesian junior high school ELT textbooks,” Englisia : Journal of Language, Education, and Humanities, vol. 12, no. 2, p. 323, May 2025, doi: 10.22373/ej.v12i2.29201.
A. Rahmawati and U. Islam Jakarta, “Pengaruh Kompetensi Guru terhadap Keberhasilan Proses Pembelajaran (Studi Survei di SMK Nurul Iman Jakarta),” Jurnal Pendidikan dan Studi Islam, vol. 5, no. 2, p. 114, 2024, [Online]. Available: http://jurnal.staiddimakassar.ac.id/index.php/aujpsi
S. N. Azizah and M. A. Sri, “PENGARUH KOMPETENSI GURU DAN FASILITAS BELAJAR TERHADAP EFEKTIVITAS PEMBELAJARAN SISWA KELAS X SMAN 1 TULUNGAGUNG TAHUN PELAJARAN 2019/2020,” Oikos: Jurnal Kajian Pendidikan Ekonomi dan Ilmu Ekonomi, vol. 5, no. 1, pp. 31–38, 2021.
Ö. Uştuk and İ. Çomoğlu, “Reflexive professional development in reflective practice: what lesson study can offer,” International Journal for Lesson & Learning Studies, vol. 10, no. 3, pp. 260–273, Jul. 2021, doi: 10.1108/IJLLS-12-2020-0092.
E.-M. Kanellopoulou and M. Darra, “The Implementation of the Lesson Study in Basic Teacher Education: A Research Review,” Higher Education Studies, vol. 9, no. 3, p. 65, Jul. 2019, doi: 10.5539/hes.v9n3p65.
R. VENKETSAMY, Z. HU, E. HELMBOLD, and P. AUCKLOO, “Implementing Japanese lesson study as a professional development tool in South Africa,” Journal for the Education of Gifted Young Scientists, vol. 10, no. 3, pp. 349–362, Sep. 2022, doi: 10.17478/jegys.1129982.
T. T. S. Strat, E. K. Henriksen, and K. M. Jegstad, “Inquiry-based science education in science teacher education: a systematic review,” Stud. Sci. Educ., vol. 60, no. 2, pp. 191–249, Jul. 2024, doi: 10.1080/03057267.2023.2207148.
Marsigit, H. Retnawati, Sugiman, and R. K. Ningrum, “Teachers’ Readiness in Implementing Lesson Study,” J. Phys. Conf. Ser., vol. 1320, no. 1, p. 012079, Oct. 2019, doi: 10.1088/1742-6596/1320/1/012079.
W. Nashruddin and D. Nurrachman, “The Implementation of Lesson Study The Implementation of Lesson Study in English Language Learning: A Case Study,” Dinamika Ilmu, vol. 16, no. 2, p. 169, 2016.
E. Marini and A. Rahim, “Lesson Study: Issues and Challenges of Implementing a Global Idea into Local Context,” in International Conference On Educational Research (InCER 2020), International Conference On Educational Research (InCER 2020), Dec. 2020, pp. 996–1003. [Online]. Available: https://www.researchgate.net/publication/349925218
D. Cajas and K. Cherres, “Challenges and Opportunities of Using Lesson Study in English Language Teaching Among Ecuadorian EFL Teachers,” International Journal of Learning, Teaching and Educational Research, vol. 23, no. 7, pp. 525–538, Jul. 2024, doi: 10.26803/ijlter.23.7.26.
M. Y. Salman and M. Ramsis, “Use of participatory action research (PAR) to develop participatory monitoring, evaluation, and learning practices,” Dev. Pract., pp. 1–8, Jun. 2025, doi: 10.1080/09614524.2025.2511965.
R. Capone, M. G. Adesso, and O. Fiore, “Distance Lesson Study in Mathematics: A Case Study of an Italian High School,” Front. Educ. (Lausanne)., vol. 7, Jul. 2022, doi: 10.3389/feduc.2022.788418.
V. Hummes and M. J. Seckel, “Advancing teacher reflective competence: integrating lesson study and didactic suitability criteria in training,” Front. Educ. (Lausanne)., vol. 9, Jan. 2024, doi: 10.3389/feduc.2024.1331199.
K. Kager, E. Kalinowski, A. Jurczok, and M. Vock, “A systematic review of transparency in Lesson Study research: how do we report on the observation and reflection stages?,” Front. Educ. (Lausanne)., vol. 9, Apr. 2024, doi: 10.3389/feduc.2024.1322624.
E. Miquel and D. Duran, “Peer Learning Network: implementing and sustaining cooperative learning by teacher collaboration,” Journal of Education for Teaching, vol. 43, no. 3, pp. 349–360, May 2017, doi: 10.1080/02607476.2017.1319509.
P. V. Nguyen, “Collaborative peer observation of teaching: enhancing academics’ collegiality and collaboration,” Reflective Practice, vol. 24, no. 4, pp. 524–542, Jul. 2023, doi: 10.1080/14623943.2023.2210076.
N. S.-K. Pang(彭新强), “Teachers’ Reflective Practices in Implementing Assessment for Learning Skills in Classroom Teaching,” ECNU Review of Education, vol. 5, no. 3, pp. 470–490, Sep. 2022, doi: 10.1177/2096531120936290.
S. Jansen, M.-C. P. J. Knippels, and W. R. van Joolingen, “Lesson study as a research approach: a case study,” International Journal for Lesson & Learning Studies, vol. 10, no. 3, pp. 286–301, Jul. 2021, doi: 10.1108/IJLLS-12-2020-0098.
B. Cerbin and P. Hutchings, Lesson Study: Using Classroom Inquiry to Improve Teaching and Learning in Higher Education. New York: Routledge, 2023. doi: 10.4324/9781003445722.
A. F. Mahmud, S. Umahuk, S. R. Fudji, S. A. Noh, F. Soleman, and A. Gafar, “Building Students’ Communication Skills in Learning English through Lesson Study at Senior High School,” Journal of Languages and Language Teaching, vol. 11, no. 1, p. 72, Jan. 2023, doi: 10.33394/jollt.v11i1.6540.
R. Venketsamy, Z. Hu, B. N. H. Ndlovu, and K. Bipath, “Lesson Study’s Impact on Early Grade Teachers’ Growth and Pedagogical Knowledge Development,” Indonesian Journal on Learning and Advanced Education (IJOLAE), pp. 583–600, Sep. 2025, doi: 10.23917/ijolae.v7i3.8088.
E. Susetyarini, A. Rofieq, R. Latifa, and S. D. Nurtjahyani, “Advancing Teacher Competencies through Lesson Study for Learning Community (LSLC): Insights from SMP Muhammadiyah 8 Batu City,” Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika, vol. 8, no. 3, pp. 395–409, Nov. 2024, doi: 10.36312/e-saintika.v8i3.1780.
Aryanti, E. Hikamudin, R. Muryanto, D. Peniasiania, and R. Heryani, “A Scoping Literature Review about Impact of Lesson Study on Teacher Pedagogy: Effective Solutions in Learning Practices,” Indonesian Journal of Educational Research and Review, vol. 7, no. 2, pp. 369–383, Aug. 2024, doi: 10.23887/ijerr.v7i2.78838.
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Khusaini Khusaini, Sujito Sujito, Ratika Sekar Ajeng Ananingtyas, Ivan Danar Aditya Irawan, Revnika Faizah
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License that allows others to share the work with an acknowledgement 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 acknowledgement 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 (See The Effect of Open Access).
This work is licensed under a Creative Commons Attribution 4.0 International License
