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Through the SLC, teachers at SPH can see the extent to which mastery students against the subject matter. The teachers could see the extent to which students over matter
lessons from in every student explain and presented the results of his work in front of their parents.
3. Improving Teaching Quality
The authentic assessment through portfolio and SLC in SPH really give impact to the quality teaching of teachers in class. Through both assessments, teachers become understand
what things need to be done at the time of teaching and learning activities in the classroom can answer the needs of students.
Through the portfolio system, for teachers at SPH motivated to be more creative in designing learning activities. Learning activities that compelling that students can showed
the results of their work with pride in the presence of parents each one of them. Teacher at SPH understand that the authentic assessment through portfolio and SLC
not only function as assessment the outcome, but more to the learning process experienced by a student during learning activities in class. To assess the learning process of each student
in the classroom then the teacher in SPH also requires observed every students in their class for joined the activity of learning. This can be reflected in the assessment rubric that used by
teachers. These rubrics will be included in the work of the students in each of the portfolio. This example is the rubric assessment that is used by teachers:
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The Students ….. 5 Outstanding
4 Good 3 Satisfactory
2 Limited
Study Habits: Punctuality
has textbook and
materials open and ready
to begin has textbooks and
materials on desk eventually
gets books and materials ready
late to class and may not
be prepared with books or
materials
remains on task without
reminders
works quietly eventually
gets to work on
the assignment
distracts others instead of
working
Independence
works quietly and efficiently
asks questions when necessary
can participate but
prefers to be quiet
needs reminding to get to
work
volunteers
to answer questions
participates
when asked
needs reminding
to begin task
– not a self-starter
doesn‟t ask for help or needs constant
support to
do the task
Initiative
knows what needs to be
done and does it
begins works when
assignment given
seldom asks for help
frequently absent
Homework
assignments complete
and answers have been checked and corrections
made
works hard most of the time
-
assignments usually complete
but may not be checked or
corrected
homework complete but
done without care or quality
seldom participates
Organization
notebooks organized notebooks fairly
complete
but some organization could be
used
notebooks tend to be disorganized
notebooks lost or not usable
uses agenda as a tool for
organization and self- improvement
uses the agenda
uses agenda but
frequently
needs to be reminded to
be faithful in its use
needs reminding to use
agenda
Group Work:
Contribution
takes initiative in helping
the team get organized
works agreeably with
team members
needs to be coaxed into
meeting with team member
is not ready when the
team members meet
provides many ideas
offers encouragement
when other team members make
suggestions
listens to others and on
some occasions makes suggestions
is disinterested in team
conversations
Communication
contribute s fully to
participates in
on occasion expresses
is seldom expresses thoughts
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Assessment rubric above, provide a clear description of SPH teachers in a very serious and detailed in give an authentic assessment on the process of learning at the
classroom. When teachers give a kind of assessment that is not only focusing on the outcome of the students, but stressed the process, more the teacher may determine with
certainty on the strategy teaching proper in class. At the time when the teachers been able to choose as well as use teaching strategy proper and answer the needs of students then at the
same time the of teaching quality of teachers to teach increased. The teaching quality of teachers are rising too can be seen from the activities of
learning which applied by the teacher in class. One example of the learning that ever been used by teachers in SPH namely teachers in each grade level team teaching learning activity
in designing the project, project science and social studies. Through both projects, the students in SPH will make a variety of the work of learning in accordance with the topic of
learning in each grade level.
complete the task discussions
ideas – lets others do that
Cooperation
assists
other team members
does an equal share
of the work
did almost as much work
as others
did less
work than others
Goaltask completion
clearly communicates
ideas
usually shares ideas
encourages occasionally
the work of others, but usually takes their work
for granted
is not observant of others
needs, more concerned with self
Self – control
maintains voice and
behavior self-control without reminding
usually maintains
voice and behavior self-control without
reminding needs to be reminded
to keep voice and behavior
under control has little
voice and behavior
control even when reminded
Feedback
appreciates
team members -
gives feedback that makes
others feel dignified often encourages
team membersis
sensitive to others
when giving feedback
can sometimes
hurt the feelings of others with
feedback
does not consider the
feelings of others when giving feedback
accepts feedback and
uses it as an opportunity to improve
accepts feedback as
needed for improvement
reluctantly accepts the
feedback given
refuses to accept feedback as
a means for improvement
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Conclusion and Suggestion Conclusion
In address challenges of curriculum 2013, the teachers are required to have qualities teaching that creative, innovative, and responsible. The discussion on the quality of teachers
to teach in SPH that rises because influenced by the process of authentic assessment portfolio and SLC show clearly that as teachers, the assessment process for students from it
is important. Through the authentic assessment, the teacher will have a very clear reference to make a plan for an effective and efficient measure in the process of learning and teaching in
the classroom. In the implementation of authentic assessment, teacher will see mistake and also the
success of students through any process of learning that takes place in class. Mistake is to give an opportunity to students to get more involved, and the learners themselves can easily
control which the development of capabilities that have been gained. Thus, students will be able to perform self-assessment. Skill will find advantages and disadvantages, as well as the
ability to use these advantages in dealing with an authorized capital of an important weakness in the learning process.
Suggestion
1. In the assessment, teachers are advised to use authentic assessment so that teachers
can always identify the material that is to be continued and for that matter the material still needs to be remedial.
2. In the teaching and learning activities in schools, especially to the teachers as a
professional person is recommended to improve the quality of teaching through authentic assessment result does.
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3. Teachers can apply the authentic assessment through portfolio and SLC that
emphasized on the learning process of students. Teachers can use the model of assessment that has been used in SPH as some kind of model assessment that can
measure the process and the result of student‘s achievement against matter of learning in class.
References
Dasim Budimansyah. 2002. Model-based learning and assessment portfolio. Bandung:
Genesindo.
Hamalik, Oemar. 2012. Proses Belajar Mengajar. Jakarta: Bumi Aksara. Kunandar. 2014. Penilaian Autentik: Penilaian Hasil Belajar Peserta Didik berdasarkan
Kurikulum 2013, suatu pendekatan praktis, Depok: Rajagrafindo Persada. Surapranata, Sumarna and Mohammad Hatta.2006. Portfolio Assessment: Implementation
of Curriculum 2004 Bandung: PT Youth Rosdakarya. Sinaradi, F. 2001. Outcomes Assessment Methods Students learn to Portfolio. In Suparno
P., et al. eds.. 2001. Towards Active Pempelajaran. London: Publishing USD. Sudjana, Nana. 2000. Dasar-Dasar Proses Belajar Mengajar. Bandung: Sinar Baru
Algasindo.
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Theme 3:
DEVELOPING A STRATEGY OF CREATIVE TEACHING
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THE EFFECT OF MATH LESSON STUDY IN TERMS OF STUDENT S‟
MATHEMATICS ACHIEVEMENT
Afifatul Muslikhah
Abstract
The aim of this study is to determine the effect of mathematics Lesson Study in the terms of student‟s mathematics achievement.Student‟s mathematics achievement in this study
referred to the average achievement scores of National Examination UN in field of mathematics in the year 2012. This research is an experimental research. The
researchinvolves an experimental group and a control group. The population of this research includes all students in junior high school in the district of Bantul, Yogyakarta. The samples
of this study were taken by purposive sampling technique. The sample consisted of 68 schools, 28 of them were schools that had been implementing Lesson Study which were
monitored and evaluated by Yogyakarta State University UNY and therestswere schools that had not implemented Lesson Study yet.To determine the effect of Lesson Study based on
math student achievement, the data were analyzed by using Univariate tests. The result showed that the average score on the National Examination UN in the subject of
mathematics by the school that hadbeen implementing lesson study tended to be higher compared to schools that had not implemented Lesson Study yet. The average score on the
National Examination UN in the subject of mathematics of schools that had beenimplementing Lesson Study is 7.71 while the average score on the National Examination
UN in the subject of mathematics that had not implemented Lesson Study is 6.61. Based on the Univariate test, it showed that there was significant difference amongmathematics
achievement of schools that had been implementing Lesson Study and schools that had not implementedlesson study yet.
Keyword : Math Lesson Study, Math Student Achievement
Introduction
The aim of this study is to describe the effect of lesson study in terms of students‘
mathematics achievement.Lesson study is a direct translation for the Japanese term jugyokenkyuu, which is composed of two words: jugyo, which means lesson, and kenkyuu,
which means study or researchFernandez Yoshida, 2004: 7. The process of lesson study are 1 study curriculum and formulate goals; 2 plan; 3 conduct research; and 4 reflect
Lewis,et.al., 2006: 4.
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Adopted from Lewis, et.al., 2006: 4 Lesson study was originally a series of activities or systematic process used by teachers
in Japan to test the effectiveness of learning in order to improve learning outcomes Garfield, 2006: 4.According to the tests‘ result, it was found out that lesson study is effective to
increase the learning outcomes. Besides, according to the findings ofTakaharu Komiya, lessonstudy
is able to implement students‘ mathematical activities and able to develop ideas to foster students‘ basic mathematical skills. Isoda, 2007: 154. Lewis 2002: 3 also reveals the
advantages of lesson study for teachers, some of them are 1 teachers can determine the necessary competence possessed by the student, to plan and implement effective learning; 2
teachers can review and improve the useful lessons for students. Thus, this research tried to prove those issues as the experimental group and the control group were determined in some
districts of Bantul, Yogyakarta special Province, Indonesia. The implementation of lesson study in Yogyakarta is the result of cooperation of the
Yogyakarta State University UNY and the Japanese government. The cooperation has been effective since 2007 up to the time of the research is conducted. The researcher wanted to
investigate the effects of lesson study activities in the District of Bantul in terms of student s‘
mathematic achievement.
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Method
The data of student‘s mathematics achievement in this study referred to the average achievement scores of National Examination UN in field of mathematics in the year
2012.The samples of this study were taken by purposive sampling technique. The sample consisted of 68 schools, 28 of them are schools that had been implementing Lesson Study,
and the rests are the schools that had not implemented lesson study yet. The analysis of the data consist of descriptive analysis and inferential analysis.
Inferential analysis was performed by doing the normality and homogeneity test first. If the data treated show normal distribution and homogeneous state, the analysis goes on by using
one way ANOVA test to investigate whether any significant difference among students‘ math
achievement of schools that had been implementing lesson study and students‘ math achievement of schools that hadnot implemented lesson studyyet.
Finding and Discussion
From the descriptive analysis, the researchrevealed that the average of National Examination value in field of math of schools that had been implementing lesson study is
about 7.74 with the range of 6.30 up to 9.20.The average of National Examination value in field of math of schools that hadnot implemented lesson study is about 6.61 with the range of
5.22up to 9.16. For more detail, the data is presented on the table 1.1 below. Table 1.1 The descriptive analysis
N Mean
Std. Deviation Minimum Maximum
Experiment group 28
7.7461 .83912
6.30 9.20
Control group 40
6.6143 .88312
5.22 9.16
Total 68
7.0803 1.02598
5.22 9.20
By those value, it can concluded that there is a difference averageamong student‘s math achievement of schools that had been implementing lesson study and the schools that had not
implemented lesson study yet. It could be said that the achievement of student from the schools that implemented lesson study tended to be higher compared the achievement
ofschools that had not implemented Lesson Study yet. To determine whether the difference of the average is significant or not, then the inferential analysis is performed
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Based on the result of normality and homogeneity test, the data were normally distributed and proved to be homogenous. Thus,oneway ANOVA test can be performed.
According to the result of the test, the student‘s math achievement of schools that had been implementing lesson studyand the student‘s math achievement ofschools that had not
implemented lesson study yetwas significantly different. So, lesson study was absolutely effective to increase the learning outcomes. This finding is in line with the findings made by
Garfield and Takaharu Komiya.
Conclusion and Suggestion
Based on the analysis, it can be concluded that there is significant difference among student‘s math achievement of schools that had been implementing lesson study and students‘
math achievement of the schools that had not implemented lesson study yet. Thus,it can be concluded that the students‘ math achievement of school that hadbeen implementing lesson
study is tended to be higher compared to schools that had not implemented Lesson Study yet. Based on these findings, the researcher recommends the teachers at junior high schools
in districts of Bantul, Yogyakarta, which has not conducted the lesson study to conduct math lesson study activity that can increase student
s‘ math achievement.
References
Fernandez, C. Yoshida, M.2004. Lesson Study: A Japanese Approach to Improving Mathematics Teaching and Learning. London: Lawrence Erlbaum Associates,
Publishers Lewis, Catherine C. 2002. Lesson Study: A Handbook of Teacher-led Instructional Change.
Philadelphia: Research for Better Schools Lewis, C.C., Perry, R., Murata, A.2006. How Should Research Contribute to
Instructional Improvement? The Case of Lesson Study. Educational Researcher 35 No 3 April 2006: 3-14.
Garfield, Joan.2004. Exploring the Impact of Lesson Study on Developing Effective Statistics Curriculum. Artikel ICME 10 diambil pada tanggal 18 Oktober 2014 dari
http:iase-web.orgConference_Proceedings.php? p=ICME_10_2004 Isoda, M., et.al.2013. Japanese Lesson Study in Mathematics: Its Impact, Diversity and
Potential for Educational Improvement.Singapore: World Scientific Publishing, Co. Pte. Ltd.
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An Evaluation of the English Teaching Methods Implemented at Bujumbura Montessori Primary School:
Weaknesses and Achievements Alfred Irambona
Burundi National University. Institute for Applied Pedagogy IAP irambonaalfredyahoo.fr
Abstract
The aim of the current case study was likely to highlight possible weaknesses and achievements resulting from the English Teaching Methods implemented at Bujumbura
Montessori Primary School, in Burundi. This case study was conducted in one private educational school known as Bujumbura International Montessori School BIMS and used
mixed methods with a descriptive technique. In this research, the headmaster of the school, teachers, and some selected parents constituted the sample of the study and data was
obtained using questionnaires, observations and interviews. The study results showed that Bujumbura International Montessori School has an efficient policy for its teaching of
English. Moreover, it has found that the school in question has sufficient and relevant materials to facilitate the work of teachers and learners in their daily activities. Last but not
least, the findings revealed also that teachers of the school understudy are trained to teach in their situation.
Keywords: Evaluation, Teaching Methods, Teaching Material, Montessori system, weakness
and achievements.
Introduction
Until very recently, English was given a rather narrow place in the Burundi educational system. It was just taught as a school subject starting from the second year after primary
school, except for University departments where it was a main subject. Nowadays, however, learners study English from kindergarten in some private schools and from first grade in all
public schools. Such a change in the country‘s policy rests on the government‘s understanding of the
growing place of English in worldwide social, business, political transactions. At the regional level, let us point out that English is the first language of work in the East African
Community EAC which Burundi is a member of. However, in the view of most English teaching practitioners, it is still hard for teachers
and learners. One of the main reasons is that teachers have not got sufficient and adequate training. How can they efficiently impart knowledge skills of a language they speak and write
— that they know in fact — so poorly? How much can they learn about EFL teaching methods in a month or two of their preparation? Is the methodology relevant to the level and
needs of the learners? The real question to ask in the present context is whether teachers of
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primary schools take into account all these factors while teaching English. It is expected of every teacher to use whichever methods depending on the topic of his lesson as well as on the
individuals in hisher class. We insist on teachers because they are the ones called upon to teach English with no prior training as such. To explore the situation in depth, we have
chosen to focus on the situation at Montessori School. Our focus is on evaluating the methods implemented while teaching English in this school in order to assess their relevance and
achievements. Where weaknesses are thought to exist, suggestions have been made in order to improve the teaching and learning process.
1. Background of the study
