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Abstract
The Workshop on the Application of Lesson Study to Develop a Culture of Reflection in the Implementation of the Independent Curriculum aims to introduce and promote the practice of Lesson Study as a tool to improve the quality of learning in schools implementing the Independent Curriculum. The Independent Curriculum was introduced as an effort to provide schools with the freedom to develop curricula that align with local needs and the characteristics of their students. Its urgency lies in the need to adapt effective and relevant teaching approaches to the current educational context. A culture of reflection is key to improving the quality of teaching practices. Through Lesson Study, educators can collaborate, plan, observe, and reflect on their teaching practices regularly. The goal of this workshop is to enhance educators' understanding and skills in applying Lesson Study as a systematic approach to teacher professional development and improving student learning outcomes. The workshop also aims to strengthen the culture of collaboration and reflection among educators so that they can effectively implement the Independent Curriculum while taking into account students' needs and contexts. The targeted outcomes of this workshop include improving teachers' skills in planning, implementing, and evaluating the teaching process through Lesson Study. Thus, this workshop successfully provides teachers with a better understanding of the importance of applying Lesson Study to build a culture of reflection in teaching, particularly in the context of implementing the Independent Curriculum.
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Copyright (c) 2025 Yeyen Suryani, Entin Jumantini, Dede Djuniardi, Rani Tania Pratiwi, Sri Mulyati
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References
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Perry, R., Lewis, C., Friedkin, S. And Baker, E. (2009). Teachers Knowledge Development During Lesson Study: Impact of Toolkit-Supported Lesson Study on Teachers Knowledge of Mathematics for Teaching. Paper presented at AERA. March 24,1009, San Diego.
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Rahayu, dkk, (2012). Pengembangan Pembelajaran IPA Terpadu dengan
Menggunakan Model Problem Base Learning Melalui Lesson Study. Jurnal
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Schön, D. A. (1983). The reflective practitioner: How professionals think in action. Basic Books
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Yoshida, M., & Okazaki, Y. (2007). Lesson study as professional development: A case study of a Japanese elementary school. Teaching and Teacher Education, 23(3), 469-483
References
Dudley, P. (2014). Lesson study: professional learning for our time. Australian Journal of Education, 58(1), 5-18.
Lewis, C. (2022). Does Lesson Study Have a Future in the United State? Nagoya Journal of Educational dan Human Development. Januari No. 1:1-23.
Lieberman, A., & Miller, L. (Eds.). (2001). Teachers caught in the action: Professional development that matters. Teachers College Press
Perry, R., Lewis, C., Friedkin, S. And Baker, E. (2009). Teachers Knowledge Development During Lesson Study: Impact of Toolkit-Supported Lesson Study on Teachers Knowledge of Mathematics for Teaching. Paper presented at AERA. March 24,1009, San Diego.
Program Perluasan Lesson Study unutk Penguatan LPTK. (2008). Panduan Pelaksanaan Lesson Study di LPTK. Direktorat Ketenagaan Direktorat Jendral Pendidikan Tinggi Departemen Pendidikan Nasional.
Rahayu, dkk, (2012). Pengembangan Pembelajaran IPA Terpadu dengan
Menggunakan Model Problem Base Learning Melalui Lesson Study. Jurnal
Pendidikan.JPII 1 (1) (2012) 63-70
Schön, D. A. (1983). The reflective practitioner: How professionals think in action. Basic Books
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Yoshida, M., & Okazaki, Y. (2007). Lesson study as professional development: A case study of a Japanese elementary school. Teaching and Teacher Education, 23(3), 469-483