<![CDATA[ABSTRACT PPG students are required to implement teaching strategies that address students’ learning needs; however, low student engagement, limited feedback, and difficulties in responding to learning challenges remain evident in practice. This study aims to describe the implementation of lesson study in improving PPG students’ teaching abilities in accordance with students’ learning needs. This qualitative study employed the lesson study stages of planning, implementation, reflection, and follow-up. Data were obtained from learning implementation reports and observer observations and were analyzed descriptively based on findings from each cycle. In Cycle I, observations indicated challenges in selecting appropriate learning models, managing the classroom, and responding to students’ learning difficulties. Observation data showed that effective learning implementation reached 30%, while 40% of students were able to promote active learning. Based on the reflection results from Cycle I, Cycle II involved improving the learning strategy through the implementation of the Student Teams Achievement Divisions (STAD) model and a differentiated Culturally Responsive Teaching (CRT) approach. Observation results indicated improvement, with 80% of PPG students able to identify the causes of students’ learning difficulties and promote active learning, while effective and meaningful learning implementation reached 90%. These findings indicate that lesson study contributes to improving PPG students’ teaching abilities in responding to students’ learning needs. ABSTRAK Mahasiswa PPG dituntut mampu menerapkan strategi pembelajaran sesuai kebutuhan belajar murid, namun masih ditemukan rendahnya keterlibatan murid, keterbatasan umpan balik, dan kesulitan mahasiswa dalam merespons tantangan belajar. Penelitian ini bertujuan mendeskripsikan penerapan lesson study dalam meningkatkan kemampuan mengajar mahasiswa PPG sesuai kebutuhan belajar murid. Penelitian menggunakan pendekatan kualitatif melalui tahapan lesson study yang meliputi perencanaan, pelaksanaan, refleksi, dan tindak lanjut. Data diperoleh dari laporan pelaksanaan pembelajaran dan observasi observer serta dianalisis secara deskriptif berdasarkan temuan setiap siklus. Pada siklus I, observasi menunjukkan kendala dalam pemilihan model pembelajaran, pengelolaan kelas, dan respons terhadap tantangan belajar. Data observasi menunjukkan keterlaksanaan pembelajaran efektif sebesar 30% dan mahasiswa yang mampu mendorong keaktifan murid sebesar 40%. Berdasarkan refleksi siklus I, siklus II dilakukan perbaikan melalui model Student Teams Achievement Divisions (STAD) dan pendekatan Culturally Responsive Teaching (CRT) yang terdiferensiasi. Hasil observasi menunjukkan peningkatan, yaitu 80% mahasiswa mampu mengidentifikasi penyebab kesulitan belajar dan mendorong keaktifan murid, sedangkan keterlaksanaan pembelajaran efektif dan bermakna mencapai 90%. Temuan tersebut mengindikasikan bahwa lesson study berkontribusi terhadap peningkatan kemampuan mengajar mahasiswa PPG dalam merespons kebutuhan belajar murid.]]>
