A Review of Collaborative Learning Models Based on Lesson Study
DOI:
https://doi.org/10.53103/cjess.v5i1.290Keywords:
Lecturer-Teacher, Collaborative Learning, Teaching and Learning, Lesson Study, Reflective JournalAbstract
Improving learning quality is essential in all areas of education. The absence of chances for teacher collaboration renders educational institutions monotonous and unmanageable. The objective of this paper is to provide insight into the development of collaborative learning model research, as well as its use and evaluation, and to serve as a reference for higher education educators (lecturers) who are interested in implementing PDS programs using lesson study-based collaborative learning models. Collaboration between teachers and lecturers on basic skills can begin with the process of developing or organizing lesson plans, identifying the subject to be studied, and then selecting the methods, techniques, and strategic approaches that will be implemented in the learning process. A reflection journal is a method of collaborative assessment between teachers and lecturers. A reflection journal is a written record featuring the components that occur throughout teaching and learning activities. The reflection process is used to examine all the teaching activities in the classroom.
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