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All Journal Jurnal Penelitian Pendidikan IPA (JPPIPA) Archive: Jurnal Pengabdian Kepada Masyarakat
Pradita Putri Anggraini
Universitas Kristen Satya Wacana
Religion Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Education Materials Science & Nanotechnology Physics Public Health

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Pelatihan Penulisan Proposal dan Hasil Penelitian Tindakan Kelas Guru Bidang IPA Natalia Rosa Keliat; Pradita Putri Anggraini; Nadia Patricia Tarigan
Archive: Jurnal Pengabdian Kepada Masyarakat Vol. 3 No. 2 (2024): Juni 2024
Publisher : Asosiasi Pengelola Publikasi Ilmiah Perguruan Tinggi PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55506/arch.v3i2.100

Abstract

Urgensi pelaksanaan PTK bagi guru adalah mengembangkan ketercapaian pembangunan berkelanjutan melalui saran solusi praktis terhadap berbagai masalah kelas. Berdasarkan hasil wawancara terhadap guru ditemukan kesulitan guru dalam merancang, serta melaksanakan PTK, mengembangkan instrumen dalam PTK, sampai kesulitan dalam penyusunan laporan dan publikasi PTK. Tujuan kegiatan pengabdian kepada masyarakat ini adalah untuk membekali guru dengan pengetahuan penyusunan perencanaan, pelaksanaan, observasi, refleksi dalam PTK dan mendampingi guru dalam melaksanakan PTK sehingga dapat memperbaiki proses pembelajaran dan kesulitan-kesulitan siswa dalam pembelajaran. Kegiatan pengabdian masyarakat dilakukan di SMA Negeri 1 Salatiga, dengan peserta adalah guru semua mata pelajaran. Metode pengabdian kepada masyarakat yang dilakukan menggunakan metode presentasi, praktik singkat serta tanya jawab. Hasil PkM meningkatkan pengetahuan, pemahaman dan pengalaman kepada guru SMA Negeri 1 Salatiga tentang PTK serta memberikan pengetahuan tentang analisis hasil PTK dan penyusunan karya tulis ilmiah PTK.
Science Teacher’s Knowledge about Lesson Study as A Professional Investigation Approach in Learning Natalia Rosa Keliat; Pradita Putri Anggraini; Jessica Ayu Trisianna
Jurnal Penelitian Pendidikan IPA Vol 11 No 2 (2025): February
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i2.8329

Abstract

Lesson study is a teacher collaborative approach to professional development. Lesson study is a model for fostering educator professionalism through collaborative and continuous learning assessments based on collegial and mutual learning principles to build learning communication. The aim of this research is to get an overview of science teachers' knowledge about lesson study as a professional inquiry approach in learning. Surveys of lesson study activities carried out by teachers can help to understand the characteristics of professional learning through effective lesson study and the extent to which teachers carry out and are involved in the lesson study process. The research was conducted in Salatiga, Central Java, Indonesia. This research method uses quantitative descriptive. The data collection technique uses a survey using a questionnaire as an instrument consisting of 70 statements from seven categories regarding lesson study. Respondents were science teachers selected using purposive sampling. Data analysis uses percentage techniques. Based on a survey conducted on science teachers regarding the implementation of lesson study, it is known that there are 5% of respondents who have never heard of lesson study, 30% of respondents have never been involved in lesson study activities, and there are around 40 % of respondents who have never carried out lesson study activities in teaching. Based on the seven categories of lesson study asked to teachers who have carried out lesson study in learning, it is known that there are still teachers who have weak motivation to improve the quality of learning, there are still science teachers who do not understand how to implement lesson study and how to use time in lesson study. Apart from that, it was found that science teachers still had a weak understanding of the benefits of lesson study in increasing teacher collaboration, the benefits of lesson study in improving the quality of teaching and learning, and there were still science teachers who did not understand how lesson study was started.
Co-Authors Jessica Ayu Trisianna Nadia Patricia Tarigan Natalia Rosa Keliat