The Application of Guided Exercise Methods through Lesson Study to

Improve Early Childhood Teachers’ Skills in Creating LKA Media

Muhammad Zamroni Uska1, Rasyid Hardi Wirasasmita2.

Hamzanwadi University, Indonesia
zamroniuska@gmail.com, newrhws@yahoo.co.id

Abstract
The aim of this study is to improve the skills of childhood teachers in the district of
East Lombok in making LKA media (Child Work-Sheet) through guided training
method in Lesson Study using Photoshop and CorelDraw. The method used in this
research is descriptive qualitative method. From the result of the research, the
ability of teachers in making LKA media have improvement through guided
training method that is on cycle I, teachers are able to make media as much as 10
person (33.3%); in the second cycle, it increased to 15 people (50%), and in the
third cycle, it increased by 25 people (83.3%). Based on the success indicator, the
percentage of childhood teacher’s in-house skills in making LKA media using
Photoshop and CorelDraw with guided training method through lesson study
reaches ≥ 65%. Thus, from the results of this study, it can be concluded that the
implementation of guided training methods through lesson study can improve the
skills of individual early childhood teachers in making LKA media.
Keywords: guided training methods, skills in creating LKA media

A. Introduction
The aims of education not only to print students to be smart and smart, but must
equip students with creativity and independence. It is hoped that through the skills
to make a person's existence more creative in the community. In order to achieve
the maximum educational goals, keep in mind also important aspects in the learning
process. One important aspect in the learning process is learning media. Hamalik
(in Arsyad, 2007: 4) suggests that the use of teaching media in teaching and learning
can generate new desires and interests, generate motivation and stimulation of
learning activities, and even bring psychological influences on students. With the
learning media, is expected to achieve the goal of learning maximally.

The role of the media in learning, especially in early childhood education is

increasing important considering the development of children at that time was in a
period of concrete thinking. Therefore, one of the principles of education for early
childhood should be based on reality means that children are expected to learn
something real. Thus in education for early childhood must wear something that
allows children to learn concrete.

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 The principle suggests the use of media as a channel for delivery of educational
messages for early childhood. A teacher at the time of presenting information to
early childhood should use the media so that the information can be received or
absorbed by the child well and eventually expected to happen behavioral changes
in the form of skills in terms of knowledge, attitude, and skills. In order for the
information to be absorbed by the child, the need for a skill or ability of a teacher
in using and even create learning media. Suprapto (2009: 135) argues that skill is
the ability to use reason, thoughts and ideas and creativity in working, changing or
making things more meaningful resulting in a value from the work. There is also
another notion that defines skill as an ability to translate knowledge into practice so
as to achieve desired work outcomes. Meanwhile, according to Gibson (1994: 104)
skills or abilities show potential people to carry out tasks or jobs. The ability may
be used or may not be. Ability is closely related to the physical and mental abilities
that people have to carry out the work and not what they want to do.

Based on the above explanation, it can be concluded that the skills are activities
that use reason, ideas and thoughts that are closely related to the physical and mental
ability in doing a job in accordance with what has been planned. Therefore, the
skills of an educator in using the media is very important in the learning process, so
that the goal of learning can be achieved with the maximum.

In addition to using learning media, an educator must also have the skills or
abilities in making learning media. Learning media that is always used is LKS
media (Student Worksheet). In early childhood education, LKS is better known as
LKA (Child Work Sheet). LKA is a learning media that helps children in the
learning process, so that children will be more active and independent.

Based on interviews with some educators / teachers at early childhood

education in East Lombok, they stated that in the learning process, the average use
of LKA media. However, some LKAs used in the learning process do not match the
material presented. In addition, they lack the skill in making LKA, because most of
the contents of LKA consist of several objects / images relating to the material that
was presented. Therefore, to solve these problems, training needs to be done by
applying guided training methods through lesson study with the help of adobe
Photoshop and CorelDraw software to improve the skills of educators/early
childhood teachers in making LKA media in East Lombok.

Djamarah (2010: 95) explains that a training method called training method is
a good way of teaching to instill certain habits, but it can also be used to obtain a
dexterity, accuracy, opportunity, and skill. Lesson Study is a model of improving
the quality of learning through collaborative and continuous learning based on the
principles of collectivity and mutual learning, to build learning community (Lewis,
2002). Lesson Study is one learning model that means "learning from learning".
Lesson Study is a model of professional education through collaborative and
sustainable learning of learning based on the principles of collegiality and mutual

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 learning to build learning communities. Lesson Study is carried out through three
stages: Plan, Do, and See (Reflection).

The aims of this study is to improve the skills of early childhood teachers in
crating LKA media using Photoshop and CorelDraw with guided training methods
through lesson study.

B. Method
The research was conducted in Selong city, East Lombok regency which was
held on January 12, 2017. The subjects of this research were childhood teachers
who participated in training of LKA media making using Photoshop and CorelDraw
totaling 30 people.

The type of this research is descriptive in the form of Classroom Action

Research conducted through lesson study activities. Called descriptive research
because it is a research on certain phenomena to explain aspects relevant to the
phenomenon or existing problems. In general, descriptive research does not use
hypothesis (non hypothesis) so that the research does not need to formulate
hypothesis (Arikunto, 2002: 245).

Data collection techniques used in this study is the method of observation,

interview and documentation. This method of observation takes data on improving
the skills of early childhood teachers in making LKA media using Photoshop and
CorelDraw in accordance with the observations in the field. While documentation
is used to retrieve data about the results of moneving-related methods used in
research in the process of learning or training in lesson study activities.
Data analysis technique used in this qualitative descriptive research is data
analysis model miles and Huberman namely: data reductions, display data, and
conclusion drawing / verification which can be seen in Figure 1 below.

Data Collection

Data Display
Data Reduction

Conclusion:
Drawing/Verifying

Figure 1. Components in Data Analysis (Arikunto, 1997: 67).

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 While the success indicator is seen if the percentage of childhood teacher's skill
in making LKA media using Photoshop and CorelDraw with guided training
method through individual lesson study reach ≥ 65%.

C. Findings and Discussion

This research applies training method through lesson study to improve
childhood teacher's skill in making LKA media 3 cycles with step plan, do, and see
/ reflection. The first stage is the plan. At this stage the LS group determines the
tutor / teacher model and the material to be submitted to do. The material presented
was to make LKA media using Photoshop on cycle I, using CorelDraw in cycle II,
and combination of Photoshop and CorelDraw on cycles III.

In the second stage is the do, the implementation of learning / training in the
classroom. The model teacher implements the plan that has been prepared in
classroom learning. While other LS members as observer.

After the implementation of the do, the LS group did see as feedback to
improve the next plan. Each observer is given the opportunity to provide feedback/
constructs for further improvement of the plan in turn. While the model teacher
gave his response. Always discussing for achievement of active learning, creative
fun and learning objectives achieved maximally for better education. In Figure 2
below is an illustration of the process of lesson study activity.

PLAN DO

SEE

Figure 2. Lesson Study Activities Process.

In the first cycle of the implementation of the do, each participant is given a
module / diktat learning Photoshop to make LKA. After that, the model teacher
explains the functions of the tools that exist in Photoshop that will be used to create
LKA media as well as the question and answer session. Furthermore, the model
teacher guides them to practice their ability to work on the tasks that are in the
module to completion. After the learning / training is over.
Furthermore the model teacher assigns the task to make LKA as shown via
LCD within 2 hours as activity of evaluation activity. Based on observation /
reflection on this cycle I was 10 out of 30 participants (33.3%), have been able to
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 make LKA according to what have been shown in LCD, while others have not been
able to adjust LKA media that have been made. This is due to the lack of sharpness
of the recall of the participants / subjects in using some of the tools and menu
functions that exist in Photoshop, resulting in LKA mismatch that has been made.
Therefore, based on the results of cycle I, it is necessary to make improvements in
the implementation of training / learning so that the existing shortcomings in cycle
I are not repeated through discussions with LS members.

In cycle II, the deficiencies that occur in cycle I have been overcome.
Implementation of do in cycle II is the participants are given module / diktat
learning CorelDraw to make LKA as well as has done in the previous cycle. The
researcher / teacher model explains some of the functions of the tool and menus that
exist on CorelDraw, as well as the difference with Photoshop. After that, the
researcher directly guides the participants to work on the exercises that exist in the
CorelDraw learning module conductively. After giving guidance in doing all the
exercises in the module, the next researcher conducted a question and answer
session about the material that has been delivered. Furthermore, the reflection / see
in evaluation form to determine the ability of participants in making LKA using
CorelDraw by giving task to participants to make LKA as shown through LCD
within 1 hour.

The result of reflection shows that, 15 (50%) of 30 participants have been able
to make LKA as assigned. This result shows an increase compared to cycle I. In this
cycle, participants have been able to understand the functions of some tools and
menus that exist in CorelDraw and have been able to absorb the material that has
been submitted by the model teacher. This is because when the learning process
instructed guided exercises done maximally as an effort to increase or hone the
memory of participants in understanding the usefulness or function of tools on
CorelDraw. Nevertheless, there are still some participants who have not been able
to adjust the results of LKA that have been made. This is because that their level of
understanding is different. Some of them are still dominant using Photoshop rather
than using CorelDraw to create LKA media that have been done in cycle I.
Therefore, the need for improvement or revision in the implementation of learning.

In cycle III, improvements have been made to cover or overcome the

shortcomings of cycle II through discussions with LS members. The model teacher
along with the LS members, made a mature plan in the third cycle, so as not to occur
the problems that existed in the previous cycle. In the implementation stage, the
model teacher instructed participants to open the Photoshop and CorelDraw
modules that had been given in the previous cycle. The model teacher explains the
material objectives conveyed about the creation of LKA media with a combination
of Photoshop and CorelDraw. Model teachers explain the differences and
similarities of Photoshop and CorelDraw. After that, the model teacher gives an
example of LKA made with a combination of Photoshop and CorelDraw.
Furthermore, model teachers guide participants to train their skills in making LKA

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 media using Photoshop and CorelDraw. After the completion of the learning,
participants are given the task of making LKA with Photoshop and CorelDraw as a
form of evaluation of learning.

The result of observation in cycle III is 25 (83.3%) from 30 people have been
able to make LKA with combination of Photoshop and CorelDraw in accordance
with the desired task. These results increase compared to the previous cycle,
because at the time of learning implementation, the researcher continuously gives
more training compared to the previous learning cycle, so most of the participants
have understood the difference and the equation, and the function of some tools and
menu that exist in Photoshop and CorelDraw. Overall, participants have been able
to absorb the learning materials that have been given through guided training
methods in making LKA media.

In addition, guided instruction method has a very important function in

learning to make LKA media. Through this process the participants are given
targeted assistance from the teacher in order to improve the ability to make LKA
media. Guidance Activities is not an accidental, incidental, incidental, accidental or
derivative activity, but an activity which is carried out systematically, intentionally,
planned, continuous and directed to the objectives.

D. Conclusion
Based on the results of this study it can be concluded that through guided
training methods can improve the skills of childhood teachers in making LKA
media using Photoshop and CorelDraw. The results showed that in cycle I, 10
(33.3%) people have been able to absorb the learning materials that have been
submitted, so they have made LKA media using Photoshop.

In cycle II, already 15 (50.5%) people have been able to absorb the learning
material that has been delivered, so that they have been able to make LKA media
using CorelDraw. While in cycle III, 25 (83.3%) people have been able to absorb
learning material, so they have skill to make LKA with combination of Photoshop
and CorelDraw.

Based on the results of the above research can be concluded that the guided
training method can be used as an alternative method of learning can improve the
skills of individual teachers in making LKA media using Photoshop and
CorelDraw.

References
Arikunto ,Suharsimi. (2002). Prosedur Penelitian: Suatu pendekatan Praktek.
Jakarta : Rineka Cipta.
Arsyad,A. (2007). Media Pembelajaran. Jakarta: Raja Grafindo Persada.
ISBN: 978-602-98097-8-7 384 The 8th ICLS 2017
 Djamarah, Syaiful Bahri. (2010). Strategi Belajar Mengajar. Jakarta: PT Rineka
Cipta.

Gibson et al,. (1994). Organisasi dan Manajemen. Perilaku, Struktur, Proses. Edisi
Keempat. Jakarta: Erlangga.

Lewis, Catherine C,. (2002). Lesson Study: A Handbook of Teacher-Led

Instructional Change. Philadelphia, PA: Research for Better Schools,Inc.

Suprapto, Tommy. (2009). Pengantar Teori dan Manajemen Komunikasi.

Yogyakarta: MedPress.

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