By : Dr. Marsigit M.A.
Reviewed by : Nurmanita Prima Rahmawati (Mathematics Education Reguler 2009 at http://nurmanitaprima.blogspot.com)
As we all know that Lesson Study has for hundreds of years developed in Japan and now has spread throughout the world. It is a multi-level approach to improving the quality of learning. Lesson Study developed since 2004 at least two areas, namely Mathematics Education and Special Education. But now it is starting to try to other subjects. Lesson Study is a basic element of cooperation the cooperation among teachers, lecturers and teachers with cooperation cooperation between institutions such as schools, universities, discussion of Subject Teacher Education Office. With these basic elements of the Lesson Study has various benefits, for example, to improve the professionalism of teachers, to improve the quality of learning, to develop the potential and serve the learning needs of students, for develop a variety of props or teaching aids, etc. Cooperation based on self-disclosure was developed by teachers for reflection and communication processes and learning outcomes. Therefore Lesson Study can be viewed as an activity improvement of learning and by teachers. Of course such things will be different impact if we think are always upgrading, training or other training that is patronizing the teacher. Lecturer in certain cases act as an external observer or as a resource person for discussion of aspects of learning are emerging.
On the other hand we have a strong enough foundation to develop education for children with special needs. Given the diversity of skills, potential and the difficulties experienced by children with special needs, then it is logical that development of learning certainly requires more attention. In connection with problem that would Lesson Study offers a medium term solution and to obtain a long-term learning of mathematics in accordance with characteristics of children with special needs.
Meanwhile Ebutt and Straker (1995) defines school mathematics including for children with special needs rather than merely as a science but rather an-sich as creativity and social activities that provide opportunities for children with disabilities specifically to look for patterns or relationships between one concept with another concept, conducting investigations in accordance with the capabilities of each child, try solve math problems, and communicate the results to a friend or teachers either orally or in writing. Some of the problems studied mathematics for children with special needs such as also occur if the other materials studied ranged on the utilization and processing mathematical information, use the information relating with mathematics, given some understanding or mathematical procedures, seek relationships and using mathematics. Another problem related to physical constraints or others, can be derived from the likelihood they can not read well, do not understand the meaning or intent emblems or symbols of mathematics, can not berkonsentrai or focus and can not control themselves. For that Torey Hayden (2004) suggested that teachers need to focus on core matters, measures and strategies to use simple and clear, always giving and planning assistance whether oral, written or visual, learning based on the existing context and linking with concrete objects, do pengulanganpengulangan, and to serve the needs of supporting learning in the classroom immediately. If then teachers do or do what is suggested by Torey Hayden is certainly able to ask a question of whether it is so the solution? Nor some other solution or actually how does treatment pedagogic more appropriate for a particular learning activity of children with special needs? This is where the role of a Lesson Study, a role if we assume that the Lesson Study also the research activities education. Lesson Study as a research will provide an opportunity for teachers to discuss the preparation of learning, implement and reflect at the same time. Teacher or group of teachers in MGMP may agree to observe the learning from a teacher who was chosen as a teacher the model. Observation of activities beneficial to record all aspects of learning with intent to obtain benefits for the improvement of learning the next. Therefore Lesson Study results can be useful for the improvement of curriculum and syllabus, textbooks, learning resources and others.
Based on studies in different countries Japan, Australia, Thailand, the Lesson Study implementation of Lesson Study can vary. If the desired improvement is learning along with lesson plans and curriculum understanding, then the Lesson Study can conducted by a teacher by working with other teachers and the invites a professor as a resource. Lesson Study thus often referred to as the School-Based Lesson Study. But if you want to develop communication between teachers within or between teachers or other school subjects and also the University, it can be implemented Cross-School Lesson Study. Lesson Study is much broader in scope both the district, provincial or one country called the Cross-District Lesson Study.
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