The Quality of Level of Inquiry-Based Lesson Design Through Lesson Study

摘要

The purpose of this research is to investigate the quality of Level of Inquiry (LoI)-based lesson design. This was developed and implemented on science learning in Junior High School through lesson study. The Level of Inquiry learning model is a further development of inquiry learning with the purpose that teachers and students are more directed in conducting inquiry learning, the higher level in LoI, the less role of teacher and the students are more dominant in the learning process. The research method used was qualitative descriptive. The data collected is a lesson design developed by a science teacher who is used to following lesson study activities and was analyzed using the rubric. Based on the assessment of lesson design rubric with 19 criteria in four domains (instruction, organization, assessment, and learning of inquiry), the results reveal that the strength aspects of learning were learning objectives, opening instructions, and instructions that differentiate groups and individuals. In organizational aspects such as defining rules, setting classrooms, group composition is also a clear. The weakness lies in the teacher developing LoI learning, especially at the stage of manipulation and verification. This finding helps teachers to gain insight into the characteristics of the level of inquiry-based lesson design.