Peningkatan Kompetensi Pedagogik Mahasiswa Calon Guru Matematika Melalui Lesson Study Berbasis Discovery Learning pada Kegiatan PLP

Abstract

This study aims to improve the pedagogical competence of prospective mathematics teacher students through the implementation of Lesson Study based on Discovery Learning in the School Field Introduction (PLP) program at SMAN 10 Yogyakarta. A qualitative descriptive method was employed, with data collected through observation, interviews, and documentation. The Lesson Study was conducted following the plan–do–see cycle collaboratively involving the student teacher, supervising teacher, and peers across two learning cycles, covering the topics of reflection and rotation in the geometric transformation sub-chapter in Class XI MIPA 2. The Discovery Learning model was implemented based on Hosnan's (2014) six-stage syntax: stimulation, problem statement, data collection, data processing, verification, and generalization. The findings indicate that the implementation of Lesson Study based on Discovery Learning effectively improved the pedagogical competence of prospective mathematics teachers in designing and delivering active, student-centered learning. Furthermore, students' learning engagement increased, as evidenced by their active participation in group discussions, LKPD exploration, and presentations. Reflective discussions at the end of each cycle provided constructive feedback that supported continuous and incremental improvement in teaching quality.