Practice of Lesson Study in Action Research: Improving The Quality of Teachers' Lessons

Abstract

Collaborative practice among teachers in Malaysia is increasingly being promoted through professional learning communities (PLCs). Lesson Study has been found to help teachers improve the quality of their Daily Teaching Plans (DTPs). Through the implementation of this Lesson Study, Lesson Study experts integrated elements of action research to improve teachers' classroom practice. The study involved a novice teacher teaching Form Two History in a school in Sarawak, Malaysia. The study was conducted over a period of three months. Data collection was done using data triangulation methods namely document analysis, informal interviews, and observation. The findings of the study proved that the practice of lesson study had been successful in helping teachers to design the lesson plan better and in accordance with the Standard Curriculum and Assessment Document (DSKP) of the Form Two History subject. Teachers were also able to design activities that are in line with students' abilities and intelligence. In addition, through this lesson study, teachers' confidence in teaching content in the classroom could be improved, and students' active participation could be promoted. In conclusion, teachers are encouraged to continuously cultivate the practice of Lesson Study to improve the quality and practice of teaching in the classroom.