Lesson study for learning community through collegial collaboration

The focus of this research is to describe and analyze the application of Lesson Study for Learning Community (LSLC) as an effort to improve the quality of learning in Learning Development courses. This study uses a qualitative approach to the type of case study research. The research design was a single case study, which focused on lesson study activities that were conducted collaboratively between the Chemistry Education Study Program lecturers and the Directorate of Academic Development. Through LSLC practice there has been an increase in the quality of learning. This is evidenced by the learning process for three lesson study cycles. The collegial collaboration between lecturers and the Directorate of Academic Development has contributed to improving the quality of learning. The collegial collaboration pattern is manifested from the planning, implementation, and observation (open class), reflection, follow-up. Constructive dialogue occurs. Reflections from activities are also useful to apply to learn other subjects.