Teachers’ Knowledge of Student Learning in Secondary Mathematics Classroom Using Lesson Study and Open Approach

Abstract

          The purpose of this research was to analyze teachers' knowledge of students' learning in secondary mathematics classroom using Lesson Study and Open Approach. The research methods are divided into 2 phases: Phase 1: Participating in a Lesson study team to study the collaboration of secondary mathematics teacher and Phase 2: A study of teachers' knowledge of students' learning. It uses an experimental qualitative research methodology on teaching using Lesson Study and Open Approach. The target group consists of 6 secondary mathematics teachers and 4 Internship students who practice teaching in mathematics at the secondary level, in the academic year 2/2022. Tools used to collect data include field notes about teaching plan, field notes about classroom observations and the field notes about classroom reflecting. Data analysis was performed according to Lesson and open approach by presenting the analysis results by analytical narrative method.

          The results showed that (1) Step 1: Collaboratively design lesson plan. The results showed that teachers of lesson study team can understand the mathematics content at the junior high school level enough to implement an effective mathematics teaching plan. Able to create problem situations by considering the real world of students, thus making the problem a student's problem. Able to predict Student concepts that will come up in class, it can also predict Students' ideas for each instruction can be varied. Prioritize student ideas that are expected to emerge in class. Prepare supplementary materials to help expand students' concepts and they can predict where the students' problems or students' misconception will arise during the students' problem solving. (2) Step 2: Collaboratively observing the lesson. The results showed that teachers of lesson study team can observe students' access to task and problem situations, can observe all student ideas emerging in class, grouping student ideas that come up in class, give students the opportunity to present their ideas, connect the students’ idea, compare the students ‘idea. Able to observe students' difficulty, students' misconception, discrepancies in solving students' problems and can use questions to allow students to question their own idea and other ideas. (3) Step 3: Collaboratively reflection on teaching practice. The results showed that teachers of lesson study team can guide the development of commands (Tasks) into the students’ language, can tell students' difficulty, students' misconception, and teachers of lesson study team can reflect on the conceptual grouping of students, grading student concepts, linking Student Concepts.