Analysis the Quality of Level of Inquiry (LoI)-based Lesson Design through Lesson Study
Setia Rahmawan1,a), S Hendayana2, P Siahaan3, D S Rahayu1 and S Sendi4
1Pendidikan Ilmu Pengetahuan Alam, Sekolah Pasca Sarjana, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No. 229, Bandung 40154, Indonesia
2Departemen Pendidikan Kimia, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No. 229, Bandung 40154, Indonesia
3Departemen Pendidikan Kimia, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No. 229, Bandung 40154, Indonesia
4SMP BPI 1 Bandung, Jl. Burangrang No.8, 40262 Bandung, Indonesia
Abstract
The purpose of this research is to investigate the quality of Level of Inquiry (LoI)-based lesson design, which is developed and implemented on science learning in Junior High School through lesson study. The LoI learning model is a further development of inquiry learning with the purpose that teachers and students are more directed in conducting inquiry learning, the higher level in LoI, the less role of teacher and the students are more dominant in the learning process. The methode of this research use qualitative descriptive. The data collected is lesson design that developed by science teacher who is used to following lesson study activities and was analyzed using rubric. Based on the assessment of lesson design rubric with 19 criteria in four domains (instruction, organization, assessment, and learning of inquiry), the results reveal that the strengths consist learning objectives, opening instructions, and instructions that differentiate between groups and individuals as well as organizational aspects, consist defining rules, setting classrooms, group composition is also a clear. The weakness lies in the teacher developing LoI learning, namely at the stage of manipulation and verification.) This finding helps teachers to gain insight into the characteristics of level of inquiry-based lesson design.
Keywords: Level of Inquiry, Lesson design, Lesson Study
Topic: Other Areas of Education