IDENTIFICATION OF LEARNING PROBLEMS FOR LESSON STUDY AND CLASSROOM ACTION RESEARCH
In identifying and solving learning problems, collaboration between several teachers can be employed. Activities carried out through this collaboration will serve as a foundation for building further teacher activities aimed at increasing professionalism, for example in Subject Teacher Consultations (MGMP).
Some problems identified in these activities can be solved through discussions within the MGMP, but other problems require classroom action trials to determine the precise solution. The implementation and practice of these solutions, whether derived from discussion or requiring trials, need to be carefully planned. Once the problems and their solutions have been identified, participants will design a Lesson Plan (RPP) or review an existing one, considering potential problems and their solutions to improve the learning process. This Lesson Plan is then implemented (trialled) in the Teaching and Learning Activities (KBM) in the classroom, monitored for its implementation, revised, trialled again, and further refined within the framework of lesson study.
Numerous problems are identified in classroom learning. If we are observant, we can categorize these KBM problems into certain aspects of learning, allowing us to formulate issues that can be addressed in lesson study activities. Furthermore, the improvement efforts undertaken for a particular problem can be documented and developed into a Classroom Action Research (CAR) project.
Based on aspects of learning, there are several problems frequently encountered by teachers when conducting the teaching and learning process in the classroom, including the following:
1. Curriculum Analysis
a. Teachers still find it difficult to group relevant Basic Competencies (KD).
b. Teachers still find it difficult to determine the theme that encompasses a group of Basic Competencies.
c. Teachers still find it difficult to develop learning ideas.
d. Teachers still find it difficult to interpret the substance of Basic Competencies.
e. Teachers still find it difficult to determine indicators for achieving Basic Competencies.
2. Problem Solving
a. Teachers still find it difficult to develop tasks that train students to solve problems.
b. Teachers still find it difficult to formulate higher-order thinking questions that involve problem-solving.
c. Teachers still find it difficult to design problem-solving tasks relevant to students.
d. Teachers still find it difficult to guide students in completing problem-solving tasks.
3. Cooperative Work
a. Not all group members participate actively.
b. Teachers still find it difficult to develop tasks that align with the chosen cooperative learning model.
c. Teachers still find it difficult to facilitate groups during discussions.
d. Some students do not produce satisfactory products or reports.
e. Teachers still find it difficult to manage the sharing of group work results effectively and efficiently.
f. Students do not work cooperatively even when assigned by the teacher.
g. Students are unable to carry out practical tasks correctly.
4. Questioning and Student Worksheets
a. Teachers still find it difficult to formulate higher-order thinking questions.
b. Teachers still find it difficult to pose higher-order thinking questions during the learning process.
c. Teachers still find it difficult to manage questioning to keep students motivated to think at higher levels.
d. Teachers still find it difficult to respond to students' answers to the higher-order thinking questions posed.
e. Students are unable to answer higher-order thinking questions.
5. Learning Media
a. The use of learning media is not yet based on the effectiveness of achieving learning objectives.
b. The media used does not yet align with the Standard Competency and Basic Competency.
c. The use of media is still dominated by the teacher, rather than being used for student learning.
d. The media used lacks variety, with a tendency to merely reuse existing media.
e. The use of media is too simplistic and does not stimulate students' higher-order thinking.
6. Student Work
a. Teachers still find it difficult to establish criteria for student work worthy of display without undermining student motivation.
b. Displays in some classrooms are not yet arranged in a way that enhances the beauty of the classroom and school.
c. Teachers still find it difficult to manage the time and place for displays.
d. The utilization of student work as a learning medium is still insufficient.
7. Assessment
a. Teachers still find it difficult to determine criteria/aspects for assessment.
b. Teachers still find it difficult to create gradations of competency in assessment rubrics.
c. Teachers still find it difficult to develop indicators.
d. Teachers still find it difficult to follow up on the results of assessing student work.
The aspects of teaching components listed above can help teachers identify the daily problems they face in the classroom. From several dominant problems, teachers can select some to undertake improvement efforts. These improvement efforts can be carried out either individually or in groups during lesson study activities.
The appropriate forum for conducting these improvements is the MGMP activities, whether at the school level or the city/district level within the MGMP workshop. These improvement efforts are highly beneficial for students, teachers, and schools, as they will result in higher quality, more effective, and more efficient learning. The tangible impact will be an improvement in student learning processes and outcomes, as well as an increase in teacher professionalism.
In an effort to enhance teacher professionalism, it is now time for all forms of teacher creativity and innovation to be documented in scholarly works. CAR activities, which serve as a means for teachers to produce scholarly works, must be continuously carried out so that we can truly realize teacher professionalism.
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