The implementation of lesson study for learning community (LSLC) in microteaching with the guided discovery learning model to improve the pedagogic abilities of prospective teachers Available to Purchase

Learning process as demanded by 2013 curriculum supposes to direct students to develop attitudes, skills, and knowledge. Guided Discovery Learning is one of the learning models using a scientific approach to increase the activeness of students, the pedagogic abilities of prospective teachers and improve the quality of learning. This study aims to describe the application of Lesson Study for Learning Communities in microteaching activities to improve the pedagogical abilities of prospective teachers. The type of research used is descriptive qualitative research. The instrument used is an observation questionnaire that has been validated. The subjects of this study consisted of 12 FMIPA UNP chemistry students from class A and class B who acted as model teachers. The data collection technique was carried out using the observation method using an assessment of the pedagogic ability of prospective teachers of the Padang State University Education and Training Program 2020. After the value is obtained, then the average value is taken and conclusions are drawn The results of the study indicate that after the Guided Discovery Learning model based on Lesson Study for Learning Community (LSLC) is implemented, it can improve the pedagogic skills of prospective chemistry teachers from the good to very good range. The application of GDL syntax in the conventional learning method class in class A and B obtained the highest score of 7 while the LSLC learning in class A and B obtained the highest score of 10. So that the application of lesson study for learning community (LSLC) with the GDL model is effective to improving the pedagogic abilities of prospective teacher.