Lesson Study: Pendekatan Baru untuk Pembelajaran Matematika pada Murid

By: Dr. Marsigit M.A.

Reviewed by : Syahlan Romadon (09301241041)
http://syahland.blogspot.com

Lesson study has been developed over hundreds of years ago in Japan and has now spread all over the world, lesson study is a multi-level approach to improving the quality of learning. Lesson Study developed by Criced since 2004 at least two areas, namely education math and special education. But with the growth in time try to Lesson Study in other subjects. Lesson Study is a basic element of cooperation, the cooperation among teachers, teacher cooperation with lecturers and cooperation among agencies such as schools, universities, MGMP or the Department of Education. Cooperation based on self-disclosure developed by AMFITIL with for reflection and communication processes and learning outcomes. Therefore Lesson Study can be viewed as an improvement of activity and by the teacher. Lecturer in certain cases act as an external observer or as a resource for discussion of aspects of learning that appears.
Foundations associated with the development of education of children with special needs. Such as: Law No.20 of 2003 National Education System Article 32 paragraph (1) that special education is an education for students who have difficulty in following the learning process because of physical, emotional, mental, social, or has the potential of intelligence and special trap, paragraph (2) that special education is an educational service for students in remote or underdeveloped areas, indigenous people are isolated, and experiencing natural disasters, disasters are not capable of social and economic terms. Given the diversity of the potential capabilities and the difficulties experienced by children with special needs, then it is logical that the development of learning certainly requires more attention.
Meanwhile Ebutt and Straker (1995) defines school mathematics including for children with special needs not merely as a science as an-sich but rather as a creative and social activity that gives opportunities for children with special needs to look for patterns or relationships among one concept with other concepts, conducting investigations in accordance with the abilities of each child, trying to solve math problems, and communicate the results of the results to a friend or teacher, either orally or in writing. Torey Hayden (2004) suggested that teachers are always members and plan relief assistance either orally, in writing or the visual cortex of learning based on existing and link it to concrete objects, repetitions, and serve the needs of supporting learning in the classroom immediately.