Ainur Rofieq
Prodi Pendidikan Biologi Universitas Muhammadiyah Malang

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Journal : Proceeding of International Conference on Teacher Training and Education

Research Methodology through Writing Research Proposal Retrospectively by Combining Classroom Discussion and Collaborative Working Group in Lesson Study Rofieq, Ainur; Husamah, Husamah; Wahyuni, Sri; Hindun, Iin; Purwanti, Ely
Proceeding of International Conference on Teacher Training and Education Vol 1, No 1 (2016): Proceeding of International Conference on Teacher Training and Education
Publisher : Sebelas Maret University

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Abstract

Lesson Study (LS) was conducted aiming at: (1) describing the ideal steps in combining classroom discussion and collaborative working group in effort to improve students’ comprehension on writing biology research proposal that is arranged retrospectively; (2) analyzing the improvement of students’ comprehension on writing biology research proposal retrospectively by combining classroom discussion and collaborative working group (further noted as collaborative classroom discussion).The location of LS was in Class VB and VC, incorporating fifth semester students in Biology Education Department University of Muhammadiyah Malang (UMM) Indonesia. This LS was conducted within four cycles with its main focus on concept comprehension covering three cognitive levels, namely: simple concept comprehension, concept analysis, and concept synthesis.The findings of this current LS concluded that there were 8 activity stages in ideal syntax of collaborative classroom discussion, to name: (1) pre-condition: students were to complete collaborative working group-based assignments; (2) the lecturer explained the rules and assessment system of the discussion; (3) reorganizing seating arrangement and dividing group discussions, one presenting group and the other discussion groups; (4) positioning the students from high group in each discussion group; (5) the lecturer acted as a facilitator and was accompanied by a student-recruited note-taker; (6) conducting classroom discussion led by the facilitator; (7) the lecturer administered the assessment process; and (8) the lecturer along with students conducted reflection.The implementation of ideal syntax of collaborative classroom discussion was proven to improve students’ comprehension on biology research methodology through writing research proposal retrospectively. Collaborative classroom discussion could improve students’ comprehension on biology research methodology course as the implementation of which improved cognitive processes, initiated from simple concept comprehension, concept analysis, to concept synthesis and evaluation.