STRATEGI MENYIAPKAN SDM MENUJU SEKOLAH DASAR BERSTANDAR NASIONAL DAN INTERNASIONAL

STRATEGI

MENYIAPKAN SDM MENUJU SEKOLAH DASAR

BERSTANDAR

NASIONAL DAN INTERNASIONAL

By: Marsigit, M.A.

(http://powermathematics.blogspot.com)

Reviewed by: Hafizh Praditya Mahardika/09301241001

(http://hafizhpradityamahardika.blogspot.com)

Today it takes a lot of quality human resources, both material and non material. In fact there are many workers who have the human resources is still low, eg teachers.Teachers are required to build their students qualified to be human, in order to compete in the global order. But before that, first teachers who were trained in the teaching profession. Professional teacher enhancement program which later was called sertivikasi teacher program, a program for teachers in teaching eligibility. The goal is to give teachers training in teaching students with appropriate methods. During this time teachers to teach only give lectures to students, so that science teachers tend to only be given "the transfer of knowledge", does not improve the quality of students. With the holding of this program, teaching methods teachers are expected to change, so be more "developing", and the potential for better student learning. Additionally paradigm which happens also provides a description of the teacher who is still learning "teacher center", so that students do not thrive in creative learning. So the purpose of this certification for learning by the teacher turned into a "student center". 

To change the old paradigm of teaching a new course toward the major obstacles that arise. According to Alexander Bourne these constraints there are 6, ie values, theory, Pragmatism, empirical, context, and politics. In the school SBI found difficulty in learning, especially students, one of which caused difficulty in changing teachers' teaching style.Namely the "transfer of knowledge" to "developing". Revitalization of education sought to place 
important role of teachers to make education more appropriate to educate in the sense of meaning in truth and nature of science which is the object of learning itself. SBI should be in school to give teachers the opportunity to use a suitable method, the following method can be applied, the method of exposition by the teacher, discussion, problem solving, investigation, basic training, and implementation. 

In the SBI school students are required to learn creatively, to bring the creative itself needs a revitalization in the school. Revitalization of education is defined as follows: learning is the search activity patterns and relationships; learning is an activity that requires creative imagination, intuisis, and discovery; learning is problem solving activities; learning is communication activities. Is being revitalized in the teachers themselves, namely: the preparation phase of teaching; stages of learning; the evaluation stage. Learning activities should be more directed to the activity of their students by implementing creative learning. In which teachers act as facilitators who facilitate the activities of students, in the form of providing adequate learning facilities.Teachers as a source of teaching, that is centered on student learning though but it still does not cover the fact that the center of learning, such as asking to remain on the teacher. Monitor activities of student teachers, meaning teachers to supervise the creative learning of the student, the teacher gives insert, confirming that less precise, and always motivate students to learn. For schools that SBI has always demanded professionalism of teachers in order to create a conducive atmosphere for learning and quality, which ultimately provide competent output. 

HOW TO DELEVOP TEACHING LEARNING OF MATHEMATICS

HOW TO DEVELOP TEACHING LEARNING PROCESS OF MATHEMATICS IN JUNIOR HIGH SCHOOL AND SENIOR HIGH SCHOOL

By

Hafizh Praditya Mahardika/09301241001/Pend. Matematika 2009

A.    Introduction

As we all know that education in Indonesia has not been good enough. The education has not shown the progress of relevant. Of course the indication of problem can be derived from many factors. It can be from the teachers, the students, the school, the material, and also the method of learning process. Although the curriculum in Indonesia has been good enough but unfortunately the realization of the curriculum has not been good. As School Based Curriculum, actually that curriculum has good content and purpose which to develop learning process in the class by creating meaningfull learning. But once again there is nothing relevance one factor with others, like the teachers cannot apply, the students do not want to learn, and many other. In the other case developing learning process be expected can also develop education in Indonesia, especially mathematics lesson.

In Junior and Senior High School mathematics still considered monster by the student in their learning process in the class. Mathematics considered difficut lesson, both of the material and its delivery by the teacher, so that it is can affect their achievement in mathematics. The obstacle of student’s learning of mathematics come from inside and outside factor. The inside factor like motivation and spirits. The outside factor fasilities and infrastructure, monotown method, and wrong way of study. The students felt do not geting anything from learning process in the class, because they do not understand the teacher’s explanation. Here the teacher plays an important role that almost influential because the teacher create ideas which organize learning process. The meaningfull learning process can develop student’s achievement in mathematics. There are many way to make meaningfull learning process, it is like lesson plan, student’s worksheet, small group discussion, various interaction, various teaching method, student’s reflection, cognitive scheme, student’s conclusion, apperception, asessment, various media and teaching aids. The essentially of its in the aplication by the teacher.

B.     How to Develop Teaching Learning of Mathematics

Teacher’s attempt to create meaningfull learning process can brings the student to active, creative and innovative. Its attempt course needs participate from the student and the environment. It is teacher’s attempt to develop teaching learning process of mathematics:

1.      Lesson Plan

What is lesson plan? Lesson plan is kind of skenario created by the teacher to see plan of learning process. Its contain when, where, and how learning process should be. Lesson plan make details description of intruction process in the class that depending on the teacher, subject being covered, and the need. The activity during make lesson plan such as makes observation paper, list of  required material and suitable media, determine evaluation component, prepare the journal to examine learning progress, and make summary. By lesson plan both of the teacher and the student will ready more and more before learning process begin because they can describe what needed to make meaningfull study. Also by lesson plan the teacher can determine time needed to explain about the material or allocation time and know where get its resources, see the indicator, determine a good activity that suitable used to explain the material, determine what suitable assigment and guide make the syllabus. With lesson plan the teacher also can anticipate many probability problem arround teaching in the class, for example the student actually has been not understood yet about a chapter so the teaher can repeat their explanation without distrub the next intruction. So the learning process seem perfect with lesson plan so that create meaningfull learning process atmosphere.

2.      Student’s Worksheet

Student’s worksheet is set of task or assigment from the teacher which purposed to create student’s motivate for studying. Beside that student’s worksheet also shaped summary of material which packed by clearly so that possible the student can learn it indepedently. With student’s worksheet they have a duty to did it, example find solve about the problem. By its the student will be familiar with problems and its solve, so that they were habitually to thinking. Student’s worksheet is important learning tools of mathematics because with all problem contain in its student will think and finally find the developing concept of mathematics. The student otomatically will build interation among same student and also the teacher and understand how important interaction activity to build concept of mathematics. With using student’s worksheet in learning process in the class will open chance to student to follow active in learning process, so that the teacher can observe activity in the class. Student’s worksheet have some benefit, it is like build student’s motivate, build student’s esteem, increase student activity, make student always thinking, and soon. But student’s worksheet also have some obstacles, it is like increase workload to the teacher, an additional cost from both of the teacher and the student, the student will boring if the student just do the worksheet, and soon. There are many step to make student’s worksheet:

·         Doing analisize to curriculum

·         Arrange map of needs

·         Determine the title

·         Write the student’s worksheet

·         Determine evaluation tools

3.      Small Group Discussion

It is kind method by teacher of assesing personality and term suggests a discussion among a group of person. Usually consist few member, 5-8 member of student who will express opinion or solve about topic of current issue or lesson matter or problem in mathematics. Firstly, the teacher explanation in whole class about something, then the teacher asked the student to make small group to discuss with note member consist variation of student, from jenius student until moderate student, the purpose is make siclus of thinking so that each member give their own result. After that usually every group get own allocation in discuss topic. Example, the teacher give problem about shown prove of the theorm, then each group have different answer or proof . Here, the teacher just as the fasilitator who provides directing about steps to prove it. With small group discussion student will learn:

·         Be assertive: an assertive person is direct, honest carreful about not hurting others ‘self-respect’.

·         A patient listener: listening to another person is one way of showing appreciation.

·         Right language: words can make friends and right words at the right time make the best result.

·         Be analytical: it is necessary to make relevant points which can be suppurted with fact and analytical logic.

·         Be good leader: in every discuss activity always leader, here the leader give each member part of discussion fairly according member’s abbility.

If any member of the group  criticizes or disapproves a point , it is unwise to get upset or react sharply, in the case the criticism is flimsy, the same can be pointedout politely. In the small group discussion also many benefits, it is like:

·         Provides chance to expose

·         Language skills

·         Academic knowledge

·         Leadership skills

·         People handing skills

·         Team work

·         General knowlegde

4.      Various Interaction

In learning process the teacher give some problem to the student, then the student can solve it in three kind of interaction: individual, group, and whole class. In the individual, the student try many way from resoursce to solve that problem with the teacher provides their own way. Here, the student do interaction with the teacher individual. There are share each steps from the student using their own thinking to the teacher. If individual interaction held between student and teacher so if the student make wrong steps the student do not feel embarashing to anyone, instead the student get their self-esteem. In the case of group, should the teacher make different member of group every begin new chapter. The purpose is create various interaction to each member, because with different member every new chapter make different atmosphere in the student, so they do not feel just certain student who become member to certain group. With new member, new leader, and new topic will build good teamwork in the every case. Their conection among member of the class also has been expanded. In the case interaction whole class is interactions either individually or group with all student in the class. Activities may include presentation or just solve the problem. Interaction in whole classroom through bring many benefit to student’s self esteem. Corret or wrong of student’s answer are matters for later, here the most important is the presence of interaction that can generate student’s spirit and motivate.

5.      Various Teaching Method

Why the teacher needs not just one method to teaching learning of mathematics? As we all know that mathematics is a lesson need logic and do it or do math to understanding. If the teacher just using one method so has been firmed that learning process will be failed. So that to teaching learning of mathematics the teacher needs various teaching method, it is like discovery method, problem solving method, expository method, presentation method, discussion method, precesing method, and soon. If one method felt less suitable so the teacher still have many others where used to apply suitable method with thw material. For example problem solving method, it has superiority like:

·         Train the student to disign a invention

·         Creative thinking

·         Identify and conduct investigation

·         Evaluate the result of observation

·         Stimulate the development of student progress

·         Can create school education more relevant

But there weakness on problem solving method, it is like:

·         Some subject is very dificult to immplement this method

·         Allocation requires a longer time compared with other learning method

That is just example to various teaching learning process one of all kind method and answer why the teacher needs not just one menthod.

6.      Student Reflection

Also called student presentation. Tha main frame of this part is almost similar with small group discussion and various interaction, just diference in presentation is the student must share their opinion in front of the class, either individually or group. First the teacher give problem in front of the class. And then asked to the student to solve it then the student give their mind to solve that problem. With presentation the student will attept to prepare that presentation as well as they can. They will try to:

·         Know the problem

The student will study more and more to prepare their presentation until they understand so they have mainset about the point of problem. It is very importan remember point of that problem will rising the concept of that problem until they finally get concept of the material.

·         Explanation to other

As we all know that the best way to learn is explain it, because with explain we will more and more understanding.

·         Make summary

Before the student expose their presentation, firstly they make summary so that easy when explain the point. With summary the student will simple to remember it.

7.      Cognitive Scheme

To develop teaching learning process the teacher must see the cognitive sceme factor in the student. The level of student thinking influence to abillity in image or describe something. Here, student’s cognitive scheme is different among the student. In level elementary school course have different level cognitive scheme with junior high school, also junior high school different with senior high school. So if tha material in the senior high school cannot apply in both of junior high school and elementary school, because diferent cognitive scheme. For example, if student in junior high school image a cat, they will get that cat have four legs, beautiful feather, big eyes, until details. But how if kid? The kid cannot image or mention body of the cat competely. It show that kid’s cognitive shceme have not like the student have, so to extend the material to the student must consider level of their cognitive scheme so that they can received well. As we all know that mathematics have connection among one concept with other concept. Learning process just application old concept with new concept. If student’s cognitive scheme has been not received yet so will happend lost concept, both of old and new concept. So cognitive scheme very influence to learning process of mathematics.

8.      Student’s Conclusion

In the learning process, conclusion by the student self is very important because they own who make the way and the scheme. They hold their understanding with their conclusion. The teacher give problem and then the student try to find the solve. They effort  to find the steps, find the way, find why the problem solved by certain step, until find other way as possible. One student is different with other, so there are many different conclusion but still have one content. The teacher must teach how the student make their own conclusion because not most of student can do it. Steps to make conclusion is like

·         Understanding the material

·         Make summary by them self

·         Find the key word

·         Make sketch

·         Try to solve problem by them self

Here the teacher as fasilitator again who provides directing student’s conclusion in order to the student do not make wrong understanding and finnaly make wrong conclusion.

9.      Apperception

Apperception is introduction before lesson begin. Apperception used by the teacher to give an image about the material, where the resources, and suitable assigment for that material. In many cases where the student could not catch the lesson. It is used to examine student’s readyness in follow the lesson. Apperception is thus a general term for all mental processes in which a presentation is brought into connexion with an already existent and systematized mental conception, and thereby is classified, explained or, in a word, understood. A new phenomenon is explained in the light of phenomena already analysed and classified. The whole intelligent life of man is, consciously or unconsciously, a process of apperception, in as much as every act of attention involves the appercipient process. The teacher must give few explanation about next material used to stimulant the student in order to give an image. For example the teacher give a question or quiz about the areas of triangle, then the student will think for several minute to find the solve so ottomatically their mind will be ready. There are steps to transcendental the apperception:

·         All experience is succession of a variety of contents

·         To be experience at all

·         Unity of experience therefore implies a unity of self

·         The unity of self is as much an object of experience as anything is

·         Experience both of the self and its object

10.  Assessment

Assessment used to record student understanding about the material has been explanated by the teacher. Assessment about the student understanding done as evaluate step to examine how far progress learning. Assessment can focus on the individual learner, the learning community it is like class, workshop, or other organized group of learners, the institution, or the educational system as a whole. Assessment design of test items  should be based on the student outcomes. The first step in designing the assessment is to analyze the teacher’s learning situation by outlining goals and objectives, then the determining the type of learning those outcomes represent. The term assessment is generally used to refer to all activities teachers use to help students learn and to gauge student progress. Though the notion of assessment is generally more complicated than the following categories suggest, assessment is often divided for the sake of convenience using the following distinctions:

·         Summative and formative

Summative assessment is generally carried out at the end of a course or project. In an educational setting, summative assessments are typically used to assign students a course grade. Summative assessments are evaluative. And formative assessment is generally carried out throughout a course or project. Formative assessments are diagnostic.

·         Objective and subjective

Objective assessment is a form of questioning which has a single correct answer. Subjective assessment is a form of questioning which may have more than one correct answer 

·         Referencing

·         Formal and informal

Formal assessment usually implies a written document, such as a test, quiz, or paper and its geven score on student’s works. Therefore  informal assessment usually occurs may include observation, inventories, checklists,  student’s rating, performance and portfolio assessments, participation, self evaluation, and discussion.

11.  Various Media

Media is tools used to help the teacher at teaching process. The teacher needs media to teach the matter that difficult if explain by manual or traditional method. Here, media plays important role and give many contribution in develop learning process either make easy explanation by the teacher or abridge the student receive the lesson. The media in learning process devide to electronic media and non-electronic media. Electronic media is like used VTR, computer, LCD and non electronic media is like paper, black board, etc. VTR used to help the teacher prepare presentation, assigmet, lesson plan, and many other. Traditional learning process do not used any media except just preaching and preaching. So the student feels boring and of course get nothing from learning process. Student’s worksheet also order in learning media, its usefull to make  the student work indepedenly. Presentation media view points of the material explaned by the teacher, so the student will be easy to understand mean from discussion. Classroom, chairs, and tables also media physic but its more inclining to facilities.

12.  Various teaching aids  

Teaching aids is tools used to make some aid to the teacher in confront learning problem. Kind of teaching aids are demonstartion tools and experiment tools. Almost the teacher feel diffiult in explanation without make demonstration tools, the material like geometry needs real shape as model from the abstract. Example in chapter the cube, the teacher must create realize cube models in order to the student more understanding in the case looking for the areas, the volume, the diagonal, also connect between the cube with the pyramid. With real model, the student will easy to find many thing about the cube and its formula applied. The experiment tools used in the section problem solving learning. The student will do observe about the something problem and have to need any tools using. With experiment tools they will know apllied the theory to the realize, so that they more and more understanding.

C.     Conclusion

To develop teaching learning of mathematics process there are many way to do it, like lesson plan, student’s worksheet, small group discussion, various interaction, various teaching method, student’s conclusion, student’s reflection, cognitive scheme, appeception, assessment, various media and teaching aids. The point of all is how the teacher realize it.

The Effort to Increase the Student’s Motivation in Mathematics Learning with Some Teaching Aids in Junior High School 5 Wates, Kulon Progo, Yogyakarta, Indonesia

By: Marsigit, M.A. & Ida Supadmi

(http://powermathematics.blogspot.com)

Reviewed by: Hafizh Praditya Mahardika/09301241001

(http://hafizhpradityamahardika.blogspot.com)

Matematika menurut siswa merupakan pelajaran yang sulit dan dirasa tidak banyak berguna di kehidupan sehari-hari. Banyak teori-teori dalam matematika yang tidak dapat diterapkan untuk memecahkan masalah di kehidupan nyata. Itu sebabnya siswa enggan untuk mempelajari matematika, sehingga berimbas pada hasil ujian nasional yang masih terbilang rendah bila dibanding dengan pelajaran lain. Itu sebabnya peran guru sebagai informator, komunikator, dan fasilitator perlu lebih dimaksimalkan. Selain itu metode pengajaran yang diterapkan guru perlu membawa kesan yang lebih menyenangkan dan tidak membosankan, juga inovasi terhadap penggunaan alat-alat bantu pengajaran dan alat demonstrasi yang diharapkan lebih membantu siswa dalam abstaksi pemahamannya.

Semangat belajar siswa sangat dipengaruhi oleh faktor internal dan eksternal. Di mana faktor internal berasal dari dalam diri siswa itu sendiri. Sedang faktor eksternal berupa motivasi yang diberikan oleh pihak guru, seperti dalam istilah “Ing Madyo Mangun Karso”, yang intinya seorang guru bertugas mengayomi anak didiknya, tak terkecuali memberikan motivasi belajar saat siswa merasa tidak mempunyai dorongan untuk belajar. Jika dilihat, umur siswa SMP berkisar antara 12-15 tahun yang mana menurut teori perkembangan kognitifnya sedang banyak memunculkan ide-ide dan mengalami perubahan dalam pemikiran dari konkret ke abstrak. Sehingga guru harus siap sedia dibelakang siswa untuk mengawasi perubahan perilaku mereka dan memberikan koreksi bila dirasa perlu.

Penelitian yang dilakukan di SMP 5 Wates kelas 2 ditujukkan untuk melihat masalah apa yang timbul dalam proses belajar dan seberapa besar motivasi meraka dalam belajar. Dalam penelitian ini dilakukan dengan mengambil 3 topik yaitu kuadrat dan akar kuadrat, garis sejajar, dan teorema Pythagoras. Sedangakan indicator penilaian berdasarkan pada keaktifan siswa selama proses KBM berlangsung. Proses KBM dilakukan dengan diskusi kelompok, di mana setiap kelompok mempunyai anggota yang kemampuannya heterogen dengan tujuan agar materi yang disampaiakan guru dapat diserap merata oleh seluruh anggota kelompok. Dalam penyampaiannya, guru menggunakan alat bantu peraga yang digunakan untuk demonstrasi, serta mempunyai inovasi dalam gaya penyampaiannya agar siswa tidak merasa bosan. Minat belajar siswapun menjadi berkembang sehingga penyampaian materi lebih optimal. 

PENINGKATAN PROFESIONALISME GURU ADMINISTRASI PERKANTORAN KOTA YOGYAKARTA melalui LESSON STUDY

By: Marsigit, M.A.

(http://powermathematics.blogspot.com)

Reviewed by: Hafizh Praditya Mahardika/09301241001

(http://hafizhpradityamahardika.blogspot.com)

Lesson study is a scheme in teamwork among teachers as effort developing their skill in held study in the class, with method cooperative discovery and to reflection systematically. There are steps in lesson study, that like preparation, implementation, reflection, and reparation. In lesson study, teachers prepare a plan to study and observe in other school, with the aim of compere one school to other school until find the problem in teaching. So that teachers can discuss about their observe, then search reflection and also reparation for that problem. Other purpose of lesson study is to find the innovation, so quality in education can developing. But that innovation just can be hold if teachers is open and have a commitment for lesson study, developed by good infrasystem, get support, other component can cooperative, and also innovation in medium and long phase.

Moreover, lesson study can support KTSP because lesson study is supported by the student, lesson study need assessment and curriculum development, lesson study futher the development tools and instructional media, and also lesson study requires the development student whorksheet. In education there is implementation plan that is like indicator of the subject matter. That implementation plan as the backbone of lesson study because it have characteristic communicationally, innovationally, autonomally in study, motivate cooperative learning, equipped with supporting documents, always revisioned, and tool of research. The realization of lesson study  is elaborated become DO and SEE. Do is implementation of the study process by teacher model and activities observation by other teachers at the school model process. See is reflection activities. In reflection activities there is introduction of leader session, opportunity teacher model for reflect activity learning, supporting factor, or excisting inhibitors, opinion or advice from the observer, and summary. Here the socialization of lesson study by publication, involvement of stake holder, open house lesson study, discussion of subject teacher, service department, and cooperative with the university.

The kind of lesson study by space range is individual, school, institution, national, and international. The example for lesson study in space international as doing by Dr. Marsigit in project IMPSTEP-JICA. That project have goal to developing the instruments and tools to study activities, developing of study method, and developing evaluation in study process. While result of that project is find the learning innovation developed in Japan. Which that use by together innovation in approach and learning median to bring good results for student. 

Karakteristik Matematika, Subyek Didik, dan Belajar Matematika sebagai Dasar Pengembangan Kurikulum Matematika Berbasis Kompetensi di SMP

By: Marsigit, M.A.

(http://powermathematics.blogspot.com)

Reviewed by: Hafizh Praditya Mahardika/09301241001

(http://hafizhpradityamahardika.blogspot.com)

In realization of The Curriculum Base Competition in Lower Secondary School need comprehend with base assumption characteristic of mathematics, subject educate, and learn mathematics. Planning and developing curriculum need research deeper and comprehensive for suitable, beside that also look: the issue in educate, problem in field, school variation, etc. here model of learn is usage syllabus so that students can see main of the chapter. There are principle to make syllabus, that is like chance study for subject education, can to reflection doing math, usage the suitable strategi, etc. Syllabus give mindset about standart competition and also based competition, which standart competition is ability can publishes in mathematics and based competition is like affective, cognitive, and psikomotoric.

In fact, mathematics and school mathematics is so different, and usually meet some difficulty. But with mathematics we can use :

1.      Activity to look model and also relation

Implication in study is give a chance student to doing discovery, chance to doing in many ways, to motivate student look at difference,to motivate have general conclusion, etc.

2.      Creativity needs imaginary, intuition and discovery

Implication in study is to motivate initiative, to motivate capability of supposition, to motivate student esteem other, etc.

3.      Problem solving

Implication in study is help student solve him problem use their method, help student to think more logically, consistenly, and sistematicaly, etc

4.      instrument in communicate

implication in study is help student to understand characteristic in math, to motivate student write and read about mathematics in life, help student make example mathematics in daily life, etc.

Ebbutt and Straker give their view about cognitive that student’s potential must be developed optimally, here the implication in learn mathematics about the characteristic of subject educate follow their opinion is student will study mathematics if they is motivated,  student study with own way, study by their self or together, need context and different situation. The hierarchy of aspect apective include receiving, responding, valuing, organization, and characteristic. Beside kognitive and apective, psikomotoric have important role to describe student’s skill in solve the problem.

The implication in developing curriculum based competition is seen student’s characteristic in study mathematics, ability in doing math, experience in math, also some aspect. Because without see the real condition ,that look the characteristic of mathematics, subject educate,and study mathematics developing curriculum won’t find successful.

Mathematics Teachers’ Professional Development through Lesson Study in Indonesia

By: Marsigit, M.A.

(http://powermathematics.blogspot.com)

Reviewed by: Hafizh Praditya Mahardika/09301241001

(http://hafizhpradityamahardika.blogspot.com)

Refleksi terhadap pengajaran yang dilakukan oleh guru memberikan evaluasi terhadap paradigma cara mengajar mereka. Diindikasikan bahwa masih banyak guru matematika yang kesulitan dalam menyampaikan materi pelajaran, bahkan masih saja kesulitan dalam memahami materi bahan ajar. Lesson study dapat dijadikan sebagai refleksinya. Menurut Herawati Susilo bahwa pendekatan Lesson Study masih tertutup siswa belajar bekerja sama dengan siswa lain, KBM yang konstektual, ketrampilan hidup, proses interaksi kurikulum yang berorientasi sebagai silabus sampai pada guru dan siswa yang otonom. Di mana tujuan dari lesson study itu sendiri yaitu memberikan konstribusi peningkatan sekunder pendidikan matematika dengan mengejar praktek KBM.  Sementara itu tujuan spesifik kegiatan lesson study ini di antaranya mengembangkan dan istrumen proses KBM; mengembangkan metode pengajaran dan model untuk KBM; mengembangkan materi pelajaran; dan mengembangkan evaluasi dalam mengajar. Isoda menunjukkan bahwa dalam proses pendidikan guru, penting untuk mengembangan prepekfektif guru, serta pendekan belajar mengajar. Pengajaran di Jepang yaitu berupa siswa memilih bab apa yang ingin dilaksanakan, dan itu dirasa lebih efektif.

Siswa difasilitasi oleh guru berupa VTR, seperti kebanyakan yang dilakukan di Jepang. Hal tersebut berdasarkan pada proyek pemerintah IMSTEP-JICA, untuk menunjukkan cara belajar matematika yang baik dan ilmu pengajaran yang benar serta pengembangan terhadap pendidikan guru. Studi pengajaran dikembangkan di mana guru bekerja sama dengan dosen dan ahli dari Jepang mencoba beberapa model mengajar di sekolah.

Penggunaan VTR dirasa sangat membantu guru dalam melakukan KBM, hanya saja penerapannya masih terasa sulit. Di sini guru merasa bahwa penerapan VTR cocok untuk pengajaran matematika. Adapun kendala yang timbul dari rencana pengajaran, lembar kerja siswa, kompetensi guru, kesiapan siswa, fasilitas pendidikan dan peralatan, metodologi mengajar, alokasi waktu, jumlah siswa dan penganggaran yang dikhwatirkan akan menghambat proses kinerja guru dan perhatian siswa.

Proyek lesson study dirasa begitu bermanfaat oleh guru dan siswa, karena terbukti efektif dapat mengangkat semangat belajar siswa, membantu siswa dalam mengembangkan eksperimentalnya, ketrampilan berdiskusi, serta dapat mengembangkan konsep belajar mereka sendiri. Guru merancang metode alternative untuk siswa mengembangkan pola pikirnya menurut konsep mereka sendiri dengan batasan yang mereka mampu. Guru yang telah memahami dan melaksanakan lesson study diharapkan memberikan pengetahuan yang ia miliki kepada guru lain yang belum tahu-menahu tentang lesson study, sehingga kualitas guru-guru semakin bertambah. Tidak berhenti sampai di situ saja, diharapkan juga agar lesson study membudaya dikehidupan sehari-hari, tidak terbatas pada pelajaran di sekolah. Inovasi terhadap lesson study dapat dilakukan dengan membuat suasana lebih kondusif, pengajaran dengan bervariasi metode, memberikan luasa pada siswa terhadap inisiatif mereka, belajar secara kooperatif, serta mendorong agar orang tua ikut berpartisipasi.