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| dc.description.abstract | Aim of Study. This study of the second year is to examine and describe 1) the
effectiveness of lesson study as a model for improving the Primary School teachers’
quality, 2) the validation of lesson study as a model for improving teachers’ quality in a
limited scale, 3) the teachers’ responses to lesson study as a model for improving
teachers’ quality, 4) the decision makers’ responses to lesson study as a model for
improving teachers’ quality, 5) the problems of lesson study as a model for improving
teachers’ quality and its solution, and 6) the outputs of this study.
This research used an approach of descriptive-qualitative phenomenology and
the research design used the modified class action-based lesson study. The subject of
study included the Primary School teachers of Surakarta and the informants were the
teachers, headmasters, supervisors, and members of Regional House Representatives.
The data gathering employed questionnaires, interview, and observation The data
analysis used the first order understanding and second order understanding with an
interactive model, including data reduction, data display, and conclusion/verification.
It could be concluded that the findings of the study show that 1) the
effectiveness of lesson study included a working group of headmasters and its
implementation includes a working group of teachers. 2) The validation of lesson study
is carried out in program with the working group of teachers at respective school’s task
force, evaluation, and reflection. 3) The teachers’ responses to lesson study are
enthusiastic and positive and this study was greatly needed as a model for developing
professional educators even if they must be motivated by headmasters, educational
supervisors, Heads of Regional National Education, and experts. 4) The decision
makers’ responses to lesson study are that the management strongly supports and
appreciates the teachers taking part in lesson study. 5) The problems of lesson study are
taking more time, spending more funds, and including team work and its
implementation does not run well. Thus, its solutions are giving a routine and
continuous training, spending a training budget in Institutional Expenditure and Income
Budget (RAPBS), establishing a team work and a monitoring and evaluation program
periodically, motivating by trainers gradually, making an MOU with a higher education
with an expert in lesson study. 6) The outputs of the study include a Problem-Based
Quality Improvement Model, Direct Quality Improvement Model, a textbook and
accredited journal. | en_US |
