1. A Lesson Study Implementation: Application Inquiry Strategy on Hand-on Activity to Enhance Student’s Comprehend of Ohms’ law By: Dr. Selly Alemneh Dra. Mimin Arini Physics department, Indonesia University of education Derebrhan Colllege of Teacher Education, Ethiopia 3 State Senior High School II Cimahi, Bandung, West Java, Indonesia

2. Objectives of the Talk  To describe implementation of Lesson study on physics teaching & learning in one of high school in Bandung west Java.  To identify students’ learning progress on Ohm’s law by applying hand on activities.

3. Introduction  Since March 2011, Japan International Cooperation Agency (JICA) has been implementing technical cooperation project entitlled withNational Pilot Project For Improving Mathematics and Science education in Ethopia (SMASEE).  The purpose of the training is to improve the quality of Pre-service Education and Training (PRESET) in the field of Mathematics and Science education in Ethiopia.

4. Training program Subject specific pedagogy I n masters’ Degree Program Implementatio n of Lesson Study Writing publication Physics practice course Teaching Physics Course Teaching Physics Course Off- campus Activities On- campus Activities Mainly divided in to 3

5. Introd….  Lesson study (LS) in physics have been implemented continuously in several schools in Bandung,west java through MGMP activities.  In the past 4 month We shared and discuss LS activities (on campus activity) and see directly LS implementation by visiting school (off campus activity)

6. What and WhyLesson Study? Lesson study is teacher training Model through analizing student’s learning process in class caloboratively and mutual learning to create Teacher learning comunity PLANDOSEE

7. PLAN(Collaborative workshop)  Identify problem in class  Design lesson plan and learning material (instrument, media, worksheet) by focusing on - Sequence material given  chapter design -Predict student’s behaviour  lesson design Crating Learning comunity

8. DO  Model Teacher implement lesson design and chapter design  The other become observer to see student’s learning process  The camera man capture all the learning process

9. SEE All observers in Lesson study must focus on one group of student and observe: – When the student start to learn?When the student stop to learn and why? – How the interaction between student to student, student to teacher and student and their learning material? THE IMPORTANCE OF SEE – Seeing is believing, see once is more importance than discuss it 100 times – Provide a good description of learning teaching process – Can trig a new ideas to improve learning process – Easier to identify problem in class so it suits the classroom action research

10. Lesson Study Implementation  Plan session  In plan session, the discussion was held among physics teachers, lecture and the trainee. First The physics teacher shared students’ dificulties on understanding and learning physics. The identified topic was Ohm’s law because, behind the concept to be investigated, many students have had difficulties with constructing circuits and reading measuring devices. For this We prepared lesson plan by applying inquiry strategy on hand-on activities.

11. Do Session  We implemented our lesson plan  Observers observed the students’ activities by using observation check list.  We recorded all the learning process with three video cameras.  Students were actively engaged.

13. See Session We observed and analized the video and recorded findings from observation check list, we found Most students were participating actively in answering oral questions, constructing circuit and data collecting.They were exited by simulation. Students drew the correct graph for ohmic and non ohmic devices and calculate slope (resistance). Some student find it hard to understand material because the teaching- learning delivered in English. But they actively engaged after the teacher help them. We also analyzed the normalized gain (Hake, 1998) from pre-test and post-test score. The normalized gain is 0.67. Based on Hake’s category, the treatment ‘‘application Inquiry strategy on Hand-on activity’’ have enhanced students’ comprehend of Ohm’s law in medium category. The other teachers (the observers) want to implement the lesson design and its learning tools in their own class and delivered in bahasa indonesia and revise the lesson design based on characteristics of their students and make it to be their class room action research. Some teacher think that this lesson design can measure the learning process comprehensively the three domain: cognitive, physicomotor and afective

14. Conclusion  Overall, our lesson showed a significat progress in students’ understanding. It is shown from  students could connect and read both ammeter and voltmeter correctly.  They analize the data corectly.  The students’ comprehend of Ohm’s law also increased based on Hake’s Normalized Gain.  The language delivered plays important roles in student’s learning process in class  The implication of this teaching and students’ learning is, as long as we give students two way comunication by inquiry on mind on activity, and hands on activities with clear detailed steps and closed assistance helps them to understand the material.  Other teachers feel that there’s so many lesson learnt they’ve got from the implementation and they want to apply the lesson design in their own class.  The main goal is Achieved e.g. through lesson study Every body is learnt... The student, the teacher. The lecturer....the head master..

15. Let’s start to Fulfill their right to learn Terima kasih Thank you