Developing DL-STEM-PjBL Teaching Competence through Lesson Study in Preservice Elementary Teachers
DOI:
https://doi.org/10.32332/al-jahiz.v7i2.14306Keywords:
Teaching competence, Pedagogical deep learning, STEM, Project-based learning, Lesson studyAbstract
This study evaluated the development of preservice elementary teachers’ competence in designing and implementing integrated pedagogical deep learning (DL), science, technology, engineering, and mathematics (STEM), and project-based learning (PjBL) through lesson study. A descriptive evaluative approach with a single-group implementation design involved 104 preservice elementary teachers purposively selected from a Professional Teacher Education Program at Universitas Muhammadiyah Malang, Indonesia, focusing on integrated science and social studies (IPAS). Orientation and coaching were followed by three lesson study cycles involving collaborative planning, observed teaching, reflection, and follow-up improvement. Reported evidence comprised understanding tests, lesson plan and teaching practice assessments, and reflection scores, supported by instructional documentation. Mean understanding increased from 63 to 75, while the proportion in the moderate or high categories increased from 2.9% to 85.6%. Mean reflection quality increased from 1.5 to 3.5 on a five-point scale. Mean lesson plan and teaching practice scores each increased from 65 in Cycle 1 to 75 in Cycle 2 and 85 in Cycle 3. These descriptive findings support considering lesson study as a structured professional learning framework for integrated DL-STEM-PjBL instruction. However, the single-group design and limitations in the available measurement documentation preclude independent causal attribution or conclusions about pupils’ learning outcomes.
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