The second time as a resource person at Undiksha Sharing, Dr. I Gede Margunayasa, S.Pd., M.Pd presented the topic of the Essence of LSLC (Lessons Study for Learning Community). Regarding learning communities, this was discussed in the previous batch. In essence, Marguna wants to convey a solution on how to create a learning community. Based on the slide presentation, it was explained that LSLC is how all school members learn, while LS (lessons study) is about learning assessment patterns, and regarding what happens in the classroom, the collaborative learning model can be applied.
Moving on to the next slide regarding the philosophy of lesson study which takes reference from Manabu Sato in 2012. First, public philosophy where schools are considered as public spaces that are open to the general public, what a teacher must do is open the classroom because if the teacher closes the classroom then class reform will be difficult to achieve. Second, the philosophy of democracy, which means democracy according to John Dewey, is a way of living together with other people, so what must be done is to build each other up and listen to each other. So dialogical communication is born. Third, the philosophy of excellence in question is not being superior to other people but doing the best from existing conditions. Teachers in any condition need to get used to creating maximum learning by increasing the level of material.
How to implement collaborative learning? Marguna explained that this can be done with plan, do, and see which does not judge the teacher but focuses on the students. He suggested collaborative learning because collaborative learning is the essence of learning itself, to realize the right to learn for every student without exception, as a means of improving students’ low academic abilities and improving students who have high academic abilities.
Marguna also defines collaborative learning as authentic learning, learning that prioritizes the principles of mutual learning and listening to each other, which includes high-level material also known as jumping task level. In contrast to cooperative learning which focuses on the unity of group ideas, collaborative learning focuses on each individual to find different opinions and thoughts from each person.
Based on his experience, this Undiksha PGSD lecturer told how students at the school learned collaboratively when stringing lights and found different circuit models. Finally, the children said “That means the circuit in my house is like this, sir”, this shows that the children have understood and finally the teacher explains theoretically the name of the circuit that has been made. There are several rules that students must follow in collaborative learning, namely (1) If you don’t understand you have to ask your friend, (2) If your friend asks, you help explain (peer tutor), (3) If it has been explained, say thank you.
Regarding the design, for low-class students, this can be done by forming groups in pairs, while high-class elementary, middle, and high school students, can form groups with 4 people per group. The classrooms are arranged in a U shape so that everyone can see each other. The lesson is designed with 2 materials. The teacher gives sharing tasks and jumping tasks, so students are immediately given questions. When given questions without being explained first by the teacher, students will ask their friends, and friends who understand and will help explain so that peer tutoring will occur.
Also shown was documentation of the collaborative learning model at SD N 1 Menyali, SD N 3 Jagaraga which had been implemented before it was suggested, at SD N 1 Panji and on the PGSD campus for their students. You can see all the students sitting in a U pattern. When the picture was shown of students being given sharing tasks and jumping tasks, Marguna explained that at that time there was a change from when students initially worked alone when given more difficult questions, they started asking their friends and finding the answers together. He also gave an example of how to give an open-minded problem, for example, whether the volume of water in a block will be the same when the position of the block is reversed.
To do this, teachers need to prepare for class and think about how children will learn in class by making LKPD containing sharing tasks and jumping tasks. Then predict where students will experience difficulties so teachers must prepare media to make it easier to provide understanding to students. Teachers in the classroom are advised to reduce long instructions, giving more opportunities to students instead of teachers who tell and explain a lot. Teachers must ensure that children learn well by listening to students, looking at students’ expressions, checking answers, books, worksheets, and so on. Helps connect low-academic students with high-academic students. And don’t forget to motivate students who have low academic performance.
