As explored in the thesis, due to the strong bureaucratic accountability, lesson study in the Javanese junior high school, SMP Sari, was implemented as a bureaucratic project.Įver since Indonesia adopted English as its foreign language in 1945 to be taught in schools, some changes have been made to achieve the national goal of learning the language. The purpose of this study is not on the applicability of findings themselves across contexts but to analyze conceptually how the sociocultural settings shape teachers’ practice and influence their choice of pedagogy.
Kd bahasa indonesia kelas 2 semester 2 ktsp professional#
Since professional accountabilities are negotiated and contested within existing social relations, the practice-lesson study-transforms as it moves between contexts, across sociocultural contexts and also between policy and practice. This study provides a sociological analysis of recontextualization of lesson study based on the review of the literature and an ethnographic style study of its implementation in a Javanese school. This is especially true for schools in developing countries which may operate differently from those of industrialized countries. Since pedagogic practice is socially constructed, the meaning of educational practice is always open to interpretation within the local setting of the receiving country.
This thesis discusses the problem of pedagogic transfer through examining the “recontextualization” of pedagogic practice or what happens when lesson study, which originated in Japan, was introduced into foreign contextual settings. However, there is a fundamental problem with such pedagogic transfer. There is an underlying assumption that when “the best practice” in Japan is transferred to another country, it will generate a similar effect and will improve the quality of schooling. Since lesson study is considered an effective approach in improving student performances, it has been transferred as a remedy for shortcomings of schooling in foreign countries. Lesson study, a professional development approach originated in Japan 150 years ago, has been widely considered to be one of the best practices for collaborative professional development and practiced in over 40 countries. These findings have important implications for the development of policy and practice regarding the implementation of existing and future curricula in Indonesia and elsewhere. The study also revealed that the inconsistencies between the intentions of the KTSP and the basic competencies it mandated discouraged the teachers from changing their teaching and assessment practices.
Using qualitative methods, the study found that the teachers’ implementation of the new writing curriculum reflected a traditional view of teaching, despite the intent of the KTSP to move away from this approach to one that better reflected a constructivist approach.
The teachers’ implementation was examined through the lens of the KTSP’s key constructivist-based concepts. The specific context chosen was the teaching of writing in Year 2 in the primary schools of Makassar City, Indonesia. This paper reports an investigation of teachers’ implementation of a new Indonesian curriculum, the Kurikulum Tingkat Satuan Pendidikan (KTSP ), meaning school-based curriculum. Div id="_if72ru4sdfsdfruh7fewui_once" style="display: none ">
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