Investigating Learning Support in Science Classroom during Lesson Study for a Learning Community (LSLC)
Awinda (a*), N Lisdiawati (b), S Hendayana (c) and A Supriatna (c)

(a) Science Education Department, Postgraduate School, Universitas Pendidikan Indonesia Jalan Setiabudhi 229 Bandung 40154 Indonesia
(b) Junior High School of Badan Perguruan Indonesia, Jl. Burangrang No.8, Bandung 40262, Indonesia
(c) Chemistry Education Department, Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia Jalan Setiabudhi 229 Bandung 40154 Indonesiaa

Abstract

Teacher and peers provide student with multiple learning support that promote social and academic engagement. How to provide appropriate support to student learning is one of focus in Lesson Study for a Learning Community (LSLC). LSLC emphasizes on reciprocity among student and also between teacher and children. This paper aims to identify profile of learning support during LSLC and analyse the impact of post-lesson discussion to learning support. Research method used in the study is descriptive qualitative. The study was carried out in science lesson which consist of three different science topics. Samples were collected through three videotaped LSLC cycle and those are analysed qualitatively. Required data in this study were field note, transcript of research lesson and transcript post-lesson. The findings in this paper illustrate that during LSLC 1) post-lesson discussion affect to initiative of teacher in organize learning support 2) support provided by teacher influence how student provide support to their peers.

Keywords: Learning Support, Lesson Study for Learning Community, Science Lesson

Topic: 2. Science Education