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Developing Teacher Training Textbooks for Lesson Study

in Indonesia

By Dr. Marsigit, M.A

Department of Mathematics Education, Faculty of Mathematics and Science, Yogyakarta State University Indonesia

Email: marsigitina@yahoo.comWeblog: http://powermathematics.blogspot.com

Part 1:Education Reform and Teachers’

Professional Development In Indonesia

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3

UU 14/2005UU 14/2005Guru dan Dosen Guru dan Dosen beserta beserta 2 RPP2 RPP turunannya turunannya

UU 20/2003UU 20/2003Sistem Pendidikan Nasional beserta 2 PP dan Sistem Pendidikan Nasional beserta 2 PP dan 4 RPP4 RPP turunannya turunannya

1945 National Constitution (UUD) Amendment1945 National Constitution (UUD) Amendment

3

LEGAL FRAMEWORK OF EDUCATION REFORM IN INDONESIA

Law Number 20 year 2003 onLaw Number 20 year 2003 onNational Education System followedNational Education System followed

2003-2007

Law Number 14 year 2005Law Number 14 year 2005on Teachers and Lecturerson Teachers and Lecturers

2005-2007

1999-2002

Fasli Jalal

4

1. Equity and Expansion of Access to Education ;

2. Improvement of Quality, Relevance, and Competitiveness ;

3. Improvement of Good Governance, Accountability, and Public Image.

1. Equity and Expansion of Access to Education ;

2. Improvement of Quality, Relevance, and Competitiveness ;

3. Improvement of Good Governance, Accountability, and Public Image.

Quality Education, Accountable, Low-cost, Equally accessible, Affordable by majority of

citizens of the country

THREE PILLARS OF EDUCATIONAL POLICY INTHREE PILLARS OF EDUCATIONAL POLICY IN THE STRATEGIC PLAN OF THE STRATEGIC PLAN OF

THE MINISTRY OF NATIONAL EDUCATION 2005-THE MINISTRY OF NATIONAL EDUCATION 2005-20092009

Fasli Jalal

5STUDENTS-TEACHER RATIO AT PRIMARY SCHOOL IN ASEAN STUDENTS-TEACHER RATIO AT PRIMARY SCHOOL IN ASEAN COUNTRIES + 3 + CANADA & USA (2002)COUNTRIES + 3 + CANADA & USA (2002)

Source : The World Bank in Fasli Jalal

US

A

Can

ada

Jap

an

Ch

ina

Sin

gap

ore

Ph

ilip

pin

es

Lao

PD

R

13 1517

19 20 20 21 2125 25

31 31 3335

56

0

10

20

30

40

50

60B

run

ei

US

A

Ca

na

da

Ma

lays

ia

Ind

on

esi

a

Jap

an

Th

aila

nd

Ch

ina

Sin

ga

po

re

Vie

tna

m

La

o P

DR

Ko

rea

Mya

nm

ar

Ph

ilip

pin

es

Ca

mb

od

ia

6STUDENTS-TEACHER RATIO AT SECONDARY SCHOOL STUDENTS-TEACHER RATIO AT SECONDARY SCHOOL IN ASEAN COUNTRIES + 3 + CANADA & USA (2002)IN ASEAN COUNTRIES + 3 + CANADA & USA (2002)

Source : The World Bank in Fasli Jalal

U

SA

Can

ada

Jap

an

Lao

PD

R

Ch

ina

Ph

ilip

pin

es

Cam

bo

dia

1113 14 15

18 18 18 19 2024 25 26 26

3337

0

5

10

15

20

25

30

35

40

Bru

nei

Japa

n

Indo

nesi

a

US

A

Mal

aysi

a

Kor

ea

Can

ada

Chi

na

Sin

gapo

re

Cam

bodi

a

Tha

iland

Lao

PD

R

Vie

tnam

Mya

nmar

Phi

lippi

nes

Fasli Jalal

7

21.317.2

23.1

28.7

16.320.2

23.6

40.8

14.8

31.2

20.316.7

22.7

0

5

10

15

20

25

30

35

40

45

TanahDatar

Bengkalis

Sarolangun

Jaktim

Pacitan

Jembrana

Lombok

Tengah

Sumba

Barat

Kutai

Parigi

Bone

Jayawijaya

Total

Student-Teacher Ratio at Primary Schools by Sampled Districts

Data Source: Study on Teacher Employment and Deployment in 12 Districts/Municipal (Directorate General of PMTPK & World Bank, 2005)

8

NO. OF PRIMARY SCHOOLS WITH OVERSUPPLY TEACHERS AT 12 SAMPLED DISTRICTS

46

12

5

3 14

5

6

4

9

1

52

6

9

2

28

6

0

2

4

6

8

10

12

14

16

18

20

Ta

na

h D

ata

r

Be

ng

ka

lis

Sa

rola

ng

un

Ja

ka

rta

Tim

ur

Pa

cita

n

Je

mb

ran

a

Lo

mb

ok T

en

ga

h

Su

mb

a B

ara

t

Ku

tai

Pa

rig

i M

ou

ton

g

Bo

ne

Ja

ya

wija

ya

> 2 person

1 - 2 person

Data Source: Study on Teacher Employment and Deployment in 12 Districts/Municipal (Directorate General of PMTPK & World Bank, 2005)

9

19.8

28.1 27.90

23.1

25.6 25.7 25.3

22.3

23.9 23.8

22.1

24.6

10

12

14

16

18

20

22

24

26

28

30

Tanah Datar Bengkalis Sarolangun Pacitan Jemberana Lombok TengahSumba Barat Kutai Parigi Bone Jayawijaya Total

Teaching hours per week (Primary School Teachers)

by Sampled Districts

Data Source: Study on Teacher Employment and Deployment in 12 Districts/Municipal

(Directorate General of PMTPK & The World Bank, 2005, in Fasli Jalal)

1 2 3 4 5 6 7 8 9 10 11 12

10

PRIMARY SCHOOL TEACHER’S TEACHING HOURS PER WEEK BY REMOTENESS

27

20

28

30

27

27

27

23

21

21

27

19

31

20

31

24

28

28

31

24

34

25

26

25

31

42

25

30

28

29

31

34

0 20 40 60 80 100 120

1

2

3

4

5

6

7

8

9

10

11

12

Rural Urban Remote

Data Source: Study on Teacher Employment and Deployment in 12 Districts/Municipal (Directorate General of PMTPK & World Bank, 2005 in Fasli Jalal)

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No.Level of Schooling

Education Background

Number of Teacher <= Senior

High D1 -D2 D3

> Bachelors Degree

(S1+S2+S3)

1 Kindergarten 110,742 41,822 3,097 18,768 174,429

2 Primary School 512,144 670,076 32,927 239,659 1,454,806

3Junior Secondary 76,178 97,924 95,381 398,532 668,015

4Special Ed School 1,666 3,121 803 4,564 10,154

5Senior Secondary 16,391 10,661 33,254 259,850 320,156

6Vocational School 5,172 4,183 23,942 122,464 155,761

   Total  722.293  827.787  189.404 1.043.837 2,783,321

NUMBER OF TEACHERS BY LEVEL OF SCHOOL AND THEIR EDUCATION BACKGROUND

Fasli Jalal

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CERTIFICATION PROCESSCERTIFICATION PROCESS

Program Year % Primary and

Lower Secondary

Senior Total

Certification Process

2015

2014 100% 125.260 125.260

2013 95% 250.505 250.505

2012 85% 375.762 375.762

2011 70% 375.762 375.762

2010 55% 341.109 34.653 375.762

2009 40% 225.457 150305 375.762

2008 25% 174.763 116.508 291.271

2007 8 % 201.000 134.000 200.000

2006 5%

2005 0%

Fasli Jalal

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2.783.3212.783.321TeachersTeachers

BOS &BOMM

30 LPMP13 State LPTK, 19 FKIP State Univ.

237 Private LPTK 12 P4TK

ScientificForum

MGMP Sp.STeacher

AssociationPrincipal

AssociationSupervisorAssociation BlockGrantProvince

District6 x 441

MGMP J.S.S BlockGrant6 x 441MGMP S.S.S

4x4 x 33MGMP V.S.S

3 x 441MKKS

ScientificForum

1 x 441 MKPS

258.047 SCHOOLS

Research study

Assistance to

10.000 Teachers

Classroom

Action research

A model of Continuous Professional A model of Continuous Professional Development (CPD) for Teachers and Development (CPD) for Teachers and

Education PersonnelEducation Personnel

JSS = Junior Secondary SchoolSSS = Senior Secondary SchoolVSS = Vocational Secondary School Sp.S = Special School

MGMP = Working group for teachers at secondary school levelMKKS = Working group school principals at secondary school levelMKPS = Working group for superintendents/ supervisors at secondary school level

Fasli Jalal

NUMBER OF INDONESIAN TEACHERS

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Fasli Jalal

Part 2:Developing Textbook As Part of

Teachers’ Professional Development Through Lesson

Study Activities

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DEVELOPING TEACHING LEARNING PROCESSES

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Planning Classroom managementStudents’ construct their knowledgeUsing resourcesDeveloping ICT knowledge and skills

SOME ASPECTS OF TEXTBOOK DEVELOPMENT

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1. Policy for textbooks publication2. Developing the textbook for

teachers3. Developing the textbook for

students4. Distributing and providing the

textbooks

GOVERNMENT POLICYFOR NATIONAL TEXTBOOK

1. There is no monopoly for providing national textbook

2. The schools select for themselves for using the textbook for no longer than 5 years

3. The students are free to select their textbooks and to buy them at bookstores

4. The teachers are forbidden to sell the textbooks

5. The schools have obliged to provide the textbook for their lower economic students

6. The Ministry of Education have the right to copy the books, to publish and sell them with the lower prizes.

7. The Ministry of Education encourages the District to have their own book-stores.

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INDIVIDUALEXPERIENCES

PRAC-TICE

THEORYMOTIVATION

ATTITUDE

COMMUNITYEXPERIENCES

SYSTEMICEXPERIENCES

Teachers’ Competencies of Developing Textbooks

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NATIONAL STANDARD OF COMPETENCIES FOR JUNIOR HIGH SCHOOL MATHEMATICS IN INDONESIA COVERS:

Numbers To understand and held arithmetical operation using numbers to solve problems

Measurement and Geometry  To understand and use the properties of line, angle, two and three dimensions geometrical shape

to solve problems To understand and identify the properties and the component of triangle and use them to solve

problems To understand and identify the properties and the component of circle and use them to solve

problems To identify the properties and the component of non convex edge three dimensions geometrical

shape To identify the properties and the component of convex edge three dimensions geometrical shape  Probability and Statistics To hold statistical activities

Algebra To understand, hold and use algebraic operations, linear inequalities with one variable and sets to

solve problems. To understand, hold and use algebraic operations, functions, line equations, and equation systems

to solve problems To hold operations with negative exponents numbers and logarithm. To describe pattern and series of numbers and use them to solve problems. To understand and use quadratic equations to solve problems.

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NOVICE TEACHERS’ PERCEPTION ON GOOD TEXTBOOK FOR MATHEMATICS

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EXPERIENCED TEACHERS’ PERCEPTION ON GOOD TEXTBOOK FOR MATHEMATICS

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NOVICE TEACHERS’ PERCEPTION OF THE CONSTRAINTS OF DEVELOPING TEXTBOOK FOR MATHEMATICS

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EXPERIENCED TEACHERS’ PERCEPTION OF THE CONSTRAINTS OF DEVELOPING TEXTBOOK FOR MATHEMATICS

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THANK YOU

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