http://repository.unigal.ac.id:8080/handle/123456789/8547 Sat, 16 May 2026 03:49:30 GMT 2026-05-16T03:49:30Z http://repository.unigal.ac.id:8080/handle/123456789/8582 Leveraging Lesson Study to Develop Technological Pedagogical Content Knowledge in Pre-Service Teacher Education Darsih, Endang; Hanggara, Agie; Putra, Rizka Andhika Program Pendidikan Profesi Guru prajabatan dirancang sebagai wahana strategis untuk menyiapkan calon guru yang profesional dan kompeten. Namun dalam praktiknya masih terdapat tantangan, terutama dalam mengintegrasikan teknologi, pedagogi, dan konten secara terpadu dan konsisten selama kegiatan praktik mengajar. Penelitian ini bertujuan untuk menganalisis implementasi Lesson Study serta mengkaji kontribusinya terhadap pengembangan Technological Pedagogical Content Knowledge (TPACK) pada mahasiswa calon guru. Penelitian menggunakan pendekatan studi kasus kualitatif dengan melibatkan mahasiswa calon guru dan dosen pembimbing sebagai partisipan. Data diperoleh melalui observasi pembelajaran, wawancara mendalam, serta analisis dokumen berupa rencana pembelajaran dan refleksi mengajar. Analisis data dilakukan dengan teknik analisis tematik melalui tahapan pengkodean, pengelompokan kategori, dan penafsiran makna. Temuan menunjukkan bahwa Lesson Study membentuk kerangka kolaboratif yang mendorong perencanaan bersama, dialog reflektif, dan perbaikan pembelajaran secara berkesinambungan. Peningkatan kompetensi TPACK tampak dari perubahan penggunaan teknologi yang awalnya bersifat sederhana menjadi lebih terintegrasi dengan strategi pedagogis dan substansi materi. Secara keseluruhan, Lesson Study efektif dalam memperkuat kompetensi TPACK calon guru. Implikasinya, penerapan Lesson Study dalam program pendidikan profesi dapat menjadi strategi sistematis untuk meningkatkan mutu praktik pembelajaran, menumbuhkan budaya refleksi profesional, serta mempersiapkan guru yang adaptif dan responsif terhadap dinamika pendidikan abad ke-21. Mon, 13 Oct 2025 00:00:00 GMT http://repository.unigal.ac.id:8080/handle/123456789/8582 2025-10-13T00:00:00Z http://repository.unigal.ac.id:8080/handle/123456789/8552 Hybrid Lesson Study: An Innovative Model for Enhancing Pre-Service Teachers' TPACK in Indonesia's PPG Program Darsih, Endang; Hanggara, Agie; Putra, Rizka Andhika; Palmer, Roger Objective: This study aims to investigate the implementation of Hybrid Lesson Study as a professional learning model to enhance pre-service teachers’ Technological Pedagogical Content Knowledge (TPACK) within Indonesia’s Teacher Professional Education (PPG) program. Method: A qualitative case study design was employed to explore the complex, real-life implementation of HLS within the PPG’s Teaching Practicum (PPL). Ten pre-service teachers and two supervising lecturers from two Indonesian universities participated in this study. Data were collected through classroom observations, analysis of teaching artifacts (lesson plans, digital learning materials, and reflective reports), and semi-structured interviews. Data triangulation was used to ensure validity, while thematic analysis identified recurring patterns related to TPACK development, collaboration, and hybrid learning practices. This design enabled an in-depth understanding of how HLS supported professional learning in an authentic educational context. Results: The findings reveal that Hybrid Lesson Study, combining face-to-face meetings with online collaboration, provided a flexible and sustainable framework for lesson planning, peer observation, and reflective dialogue. Participants showed notable improvement in lesson design and technology integration, moving from basic tool use to interactive, context-based, and pedagogically sound digital practices. Reflection sessions via digital platforms further enhanced critical evaluation skills and effective technology use, supported by collaboration, feedback, and institutional infrastructure. Novelty: Despite challenges such as internet instability and time constraints, the study highlights the novelty of Hybrid Lesson Study in the PPG context, offering a practical and innovative model that fosters reflective, adaptive, and technologically competent teachers for 21st-century classrooms. Thu, 01 Jan 2026 00:00:00 GMT http://repository.unigal.ac.id:8080/handle/123456789/8552 2026-01-01T00:00:00Z