You are on page 1of 32

Course on

Developing Lesson Study

in Mathematics Education for Junior Secondary Mathematics Teachers
(13 to 26 August 2014)


Implementing Congcruent Triangles in the
Real Life

Presented by:
1. Mr. Saiful Ghozi, M.Pd ( SMP Nasioanl KPS )
2. Mr. Muhammad Atik Afwanudin, S.Pd ( SMPN 2 Salem )
3. Mrs. Purwati, S.Pd, MM.Pd ( SMPN 6 Purworejo )
4. Mrs. Ririn Aprianita, S.Pd.Si ( SMPN 1 Wonosari )
5. Mr. Buoy Sorphea, MA of E.S. ( Beung Trobeck High School, Cambodia )

2 | P a g e


To God is the glory for His wonderful blessings and for giving us knowledge
and wisdom for us to be able to accomplish this final report of the course Developing
Lesson Study in Mathematics Education for Secondary School Teachers. We wish that
this report be beneficial to all teachers and personnel who have commitment to improve
the quality of Mathematics Education in Southeast Asia.
This final report was materialized on the principle that Mathematics skills through
Lesson Study can be further developed, honed, and fixed through a variety of interesting,
meaningful and challenging activities.
The lessons and exercises found in this final report are continuation or extension of
the students learning during their regular Mathematics classes. The exercises were
carefully prepared by each member to suit every students learning skills and abilities.
The members of the group worked together to make every activities of the lessons
full of fun and to make every student feel the enjoyment of doing the activities while
enhancing in them an increased interest and a positive attitude towards Mathematics.

We would like to thank first the Government of Indonesia for the generosity of giving fund
for the course, Developing Lesson Study in Mathematics Education for Secondary School. To
the facilitators, who selflessly shared their knowledge and ideas about Lesson Study and to the
Committee who were there all the way to make all things easy, simple and smooth sailing for us, a
heart-warming Thank You! It is such a wonderful experience for each one of us!

3 | P a g e

This final report may not be perfect due to our limitations and weaknesses.
Therefore, we invite everyone who reads to give some comments and suggestions for the
betterment and improvement of this report.
Here the member of group 4 :
1. Mr. Saiful Ghozi, M.Pd from SMP Nasioanl KPS Balik papan, East Kalimantan
2. Mr. Muhammad Atik Afwanudin, S.Pd SMPN 2 Salem, Central Java
3. Mrs. Purwati, S.Pd, MM.Pd from SMPN 6 Purworejo, Central Java
4. Mrs. Ririn Aprianita, S.Pd.Si from SMPN 1 Wonosari Gunung Kidul, DIY
5. Mr. Buoy Sorphea, MA of E.S. from Beung Trobeck High School, Cambodia.

4 | P a g e


CHAPTER 1. INTRODUCTION ......................................................................................... 5
A. Rationale and Background ............................................................................................ 5
B. The Goal of Our Lesson Study ...................................................................................... 8
C. Preparation of Lesson Implementation ......................................................................... 9

CHAPTER II. IMPLEMENTATION AND DISCUSSION ............................................... 12
Topic1: Opening...............................................................................................................12
Topic 2:Main Activity........................................................................................................ 3
Topic 3: The Closing ......................................................................................................... 5
Topic 4: Student Coment after activities...........................................................................17

CHAPTER III. GROUP REFLECTIONS AND DISCUSSIONS ...................................... 20
A. Reflections...................................................................................................................20
B. Discussions .................................................................................................................. 23

CHAPTER IV. CONCLUSIONS AND RECOMMENDATIONS .................................... 25
APPENDICES ........................................................... ! .
Lesson Plans and Work........................................................................................................
GROUP MEMBER'S PERSONAL PROFILE.......................................................................

5 | P a g e

A. Rationale and Background

Lesson Study engages teachers in creative and collaborative work in developing
and researching a lesson through a design-tryout-reflect-revise cycle until it reaches a
form to which they believe would be exemplary to them and to other teachers. It assumes
that by investigating the teaching and learning process in the context of designing and
implementing a lesson, it could provide teachers with experiences that has the potential to
deepen their context knowledge and their knowledge about how students learn concepts
and skills, develop teachers skills in designing and facilitating lessons, and most
importantly develop the skills, habit and confidence in investigating their own lessons.
Studies show that the way to go to implementing effective and sustainable
educational reform will be through an inquiry-type professional development program
and while the teachers are in action. One of these professional development models that
has proven effective in Japan and is now being implemented and widely used in many
countries is Lesson Study. It is also one of the identified factors for Japans high
achievement in Third International Mathematics and Science Study (TIMSS).
Lesson study is a professional development process that Japanese teachers engaged
in to systematically examine their practice. The core activity in lesson study is for teachers
to collaboratively work on a small number of Study Lessons. These lessons are called
study lessons because they are used to examine the teachers practice.

6 | P a g e

Fernandez and Yoshida (2004:7) state, Lesson Study is a direct translation for the
Japanese term jugyokenkyu which is composed of two words: jugyowich means lesson, and
kenkyu, which means study or research. Lewis (2002: 1) defines, Lesson Study is a cycle in
which teachers work together to consider their long-term goals for students, bring those
goals to life in actual Research lessons and collaboratively observe, discuss, and refine
the lessons.
Besides, Lewis (2002: 1-2) describes, Lesson Study is a simple idea. If you want to
improve instruction, what could be more obvious than collaborating with fellow teachers
to plan, observe, and reflect on lessons? While it may be a simple idea, lesson study is a
complex process, supported by collaborative goal-setting, careful data collection on
student learning, and protocols that enable productive discussion of difficult issues.
Lesson Study is a collaborative activity that involves a small team of teachers
gaining a deeper understanding of how students learn. Teachers routinely share
resources and ideas as they plan, design, teach, evaluate and refine lessons for a unit
of work. Reports generated from the lesson study experience can be shared with
other teachers interested in implementing a similar professional learning process.
Lesson Study is a professional development process that a small group of
teachers systematically examine their interaction in order to improve the effectiveness of
the experiences that the teachers provide to their students. The team of teachers
identifies a common goal (e.g. equitable student participation; establishing a supportive
learning environment that respects student differences; maximizing student
engagement) within or across a curriculum area or stage of learning. One teacher in the
team teaches a lesson. The other teachers observe the lesson either in the classroom or
7 | P a g e

from a video of the lesson, focusing on agreed aspects of the teaching and student
learning. The lesson study team then meets to reflect on the lesson observations and to
review, revise and reframe the lesson prior to the lesson being re-taught by another
teacher. The lesson study team engages in cycles of planning, observing, reflecting,
reviewing and re-teaching, each time focusing on a pedagogical and content focus.
Lesson study teams can elect to invite an external colleague (consultant, academic
partner, critical friend) to participate in any of the stages of the lesson study cycle.
In Japan and other countries, Lesson Study has been chosen and implemented
because of the lesson study can improve the quality of teaching and learning process as
well as lesson in classroom. This is understandable because (1) lesson study is an effective
way to improve teaching and learning process trough Development of a shared
professional knowledge among lesson study group members that based on real teaching
practice, (2) the basic idea of lesson is every student achieve his or her highest quality
learning, (3) the objective of a lesson become a main focus of a classroom instruction, (4)
based on the real experience in classroom, lesson study can be able to become Foundation
of instructional Development, and (5) lesson study makes teachers role as instructional
The cycle of instructional Development of lesson study has three basic components,
such as Plan, Do, and See. Plan is related to the activity of planning and goal-setting.
Teaching, observing, and revising the research lesson are covered in do component of the
cycle. Seestep consists of observing, discussing, and reflecting the Research lesson.
There are six basic steps as a guide in implementing lesson study. The steps are (1)
Form a lesson study group, (2) Focus the lesson study, (3) Plan the Research lesson, (4)
8 | P a g e

Teach and observe Research lesson, (5) Discuss and analyze the Research lesson, and (6)
Reflect on Your Lesson Study and Plan the next step.
In the course DevelopingLessonStudy in Mathematics Education for Secondary
School Teachers, we have learned many things about lesson study. The following
questions are posted: What is lesson study? How is lesson study implemented? This
report covers the result of our Lesson Study implementation with SMP Negeri 8
Yogyakarta students on Friday, 22 August 2014, at 07.15 until 08.35

B. The Goal of Lesson Study
Before the Lesson Study implemention, we have to make our own goals as our
baseline on how to make our own lessons effective and successful.Teamwork and
cooperation are important factors in reaching our target goal.
The following are our goals in the implementation of Lesson study.
1. Improve teaching and learning process through shared professional knowledge
among group members that based on real teaching practice.
2. Empowering the learners to learn most after engaging them to some tasks or
activities that they view as significant to them and that presents a real problem for
them with enjoyment and full of fun to make them feel the enjoyment of doing the
activities while enhancing in them an increased interest and a positive attitude
towards Mathematics.
3. Facilitate a problem solving lessons that would engage students to represent ideas
mathematically, solve problems in different ways and reason out without being
shown a solution first.
9 | P a g e

C. Preparation for Lesson Implementation
Our group consists of five teachers as follow:
1. Mr. Saiful Ghozi, M.Pd from SMP Nasioanl KPS Balik papan, East Kalimantan
2. Mr. Muhammad Atik Afwanudin, S.Pd SMPN 2 Salem, Central Java
3. Mrs. Purwati, S.Pd, MM.Pd from SMPN 6 Purworejo, Central Java
4. Mrs. Ririn Aprianita, S.Pd.Si from SMPN 1 Wonosari Gunung Kidul, DIY
5. Mr. Buoy Sorphea, MA of E.S. from Beung Trobeck High School, Cambodia.

After careful and mutual discussion among the group member, we reached our agreement
on the topics and model teacher for school implementation. Mr Saiful Ghozi was agreed to
be model teachers. The topic for our school implementation is Congruence of Triangles for
Grade IX
Designing the Lesson Plan
Before the school implementation on Friday 21 August 2014, we conducted peer teaching
on Thursday, 21 August 2014 at Conference Room. We presented our teaching scenarios
and followed up by reflections.
Pictures of our activities during the plan session are provided below.

Figure 1. Group discussion focus on Lesson activities
10 | P a g e

We agreed to use problem solving approach for teaching the topic. We prepared and
developed teaching media including worksheet, slide presentation, models of papered
triangles. The detail of the proposed activities can be found at the lesson plan attached in
the appendices. Below are pictures during peer teaching ;

Figure 2. Peer Teaching by Mr. Buoy Sorphea
From our supervisor, Dr. Wahyudi, we got the storyboard had been written bellow:
Time Activities

10.15 -10.30

10.30 10.40

10.40 10.45

10.45 10.55

After grouping students, Teacher asked student to look at the screen
and gave direction on the problem!
Which triangles are congruent? Why?
Teacher distributed the worksheet, and materials for students to solve
the problem. Students (Group 3 and group 2) discussed and tried to
answer. Mr N of group 2 asked question on how many pair or how
many triangles? T respond accordingly how many pairs of triangles
that are congruent.

Teachers encourage students to work and discuss in their group to
solve the problem. Group 3 students are still on task mutually learn
from each other. It looked that they are happy in solving the problem
given to them

Teacher asked each group to pose their answer in front of the class.
Group 1 representation explain their solution to the classroom.

Teacher makes conclutios

11 | P a g e

Feedback :

Overall the teacher and learning processes run well in which most students were
actively engaged. Students enthusiastically involved in group discussion and
learning. Almost none of students off task nor confuse. The problem given by
teacher is challenging; lead students to think seriously and learn math
Suggestion : Teacher should allow students to conclude the lesson.

After observing Mr. Sorphea we find that we have some negative points during peer
teaching activities we should improve as the following :
1. Set the time properly for teaching.
2. To push the students to solve the problem.
3. To make the conclusion better.
4. Make available reflection in order to pave the way for the real activities next time.
Based on the reflection we revised our lesson plan and activities. The picture of
reflection activitie is bellow ;

Figure 3. Reflection Session

12 | P a g e


The Lesson implementation was conducted at SMP Negeri 8 Yogyakarta on
Fiday, 21 August 2014. The lesson start at 07.30 a.m until 08.40 a.m. The group members
and facilitator served as observers during the Lesson implemention. After lesson
implementation, we conducted reflections. The description of lesson implementation and
reflection are provided below;

The Opening
Teacher entered the classroom and started the lesson by introducing himself and our
team. And teacher checked students attendance
Teacher informed the topics of todays lesson and learning objective
Teacher showed a picture at the slide about real problem that related to triangle
congruence and gave motivation to the students that the material of triangle
congruence is very important in our daily life. The picture is bellow;

Figure 4. Slide of actual problem related the topic.
13 | P a g e

Main Activities
Teacher divided students into 6 group, each group consist of 4 6 students.
Teacher gave the name to each group with the name mathematiciants ( Al
Khawarizmi, Phytagoras, Rene Descartes, Pascal, Euclid, Einstein) and gave number
label to all of students.
Teacher distributed a set of triangle models to each groups, which contains of ten
triangle models with different size.
Students discussed in their group to find out the pairs of congruent triangle among
these ten models.
The groups who has finished can present their discussion result, and responded by
the other groups. Teacher provided guidance and facilitate for class discussion.
Here the picture of facilitating group in their discussions.

Figure 5. Teacher fasilitates group discussion.
First presentation came from Al Khawarizmi group. They said that there are three
pairs of congruent triangle, based on the equality of each angle.
14 | P a g e

After that, Pythagoras group presented their discussion result. They had the same
result, but their reason is beside its three angles are same, the congruent triangle
must have same length of its three sides. The picture of presentation is bellow;

Figure 6. Presentation of group Phythagoras.
Teacher gave example to prove that if the triangles have the same angles, it cant be
concluded that those triangles are congruent.
Teacher stated the first property of triangle congruence is Side Side Side property
(S S S).
Teacher guided the students to find out the other properties by asking questions and
demonstrating two models of triangle which are not congruent.
By the guidance of teacher, students found out the other properties namely Side
Angle Side (S A S). This conclusion is delivered by student number 13. Bellow
the picture :
15 | P a g e

Figure 7. Student 13 delivered the conclusion of S-A-S property.
By the guidance of teacher, students found out the other properties namely Angle
Side Angle (A S A). This conclusion is delivered by student number 30.

The Closing
Teacher facilitates students to make conclution about what already discussed was.
Discussions was resulting 3 properties if triangle concruence : (S S S) ,
( S A S) , ( A S A).

Figure 8. Teacher guides students to make conclusion.
16 | P a g e

Teacher gave some apreciation to three student most active in learning activities.
There were : Student number 13 as first ( Briyan ), Student number 30 as the second
( Nia ), and student number ?? as the third ( Tata). The picture of giving
apreciations is bellow :

Figure 9. Teacher gave the apreciation.
Befrore the lesson in classroom was over, teacher instruct to the students to write
down their comment related to the learning activities had been done at pieces of
Teacher thanks to all student and to classroom teacher for the given permission to
conduct the learning activities by group 4 of LS Course and took photo together
with students and all participants of group 5. The picture is bellow:
17 | P a g e

Figure 10. Take photo after learning activity.

Student comment after activity
In the end of acitivities student write down their comment into pieces of paper that
prepared by teacher. Bellow the picture of papers ;

Figure 11. Students comments written down into pieces of paper.
Here all student coments had been written into pieces of paper :
1. Little bit confused but finally understand. But I have new things to learn about congruency.
18 | P a g e

2. Untuk pembelajaran ini, saya rasa cukup menyenangkan karena selain diberikan cara untuk
menentukan bahwa 2 bangun sama panjang. Kami juga diajak aktif dalam kelompok.
3. Hmm..lumayan.
4. Saya merasa mengerti matematika, setelah mendapatkan pelajaran ini.
5. Sebaiknya ditambahkan cara menghitungnya. Saya senang.
6. Cara belajarnya beda dengan sekolah. Asik kok. Thank you.
7. Sebaiknya, slide dibuat lebih menarik. Tapi secara keseluruhan udah menarik. Dan sebaiknya
dalam tim.
8. Please learn english anymore. Make a joke for a time.
9. Cara pembelajaran yang menarik dan variatif. THANKS.
10. Cara mengajarnya menyenangkan. Pelajarannya jadi tidak membosankan, dibanyakin joke-
nya biar tambah mood.
11. I have a lesson that different way to explain and to teach. It feel more easy to learn.
12. Bagus, menarik, seru.
13. Pelajarannya mengasyikkan dan membuat tidak bosan.
14. Pembawaannya tidak membosankan dan cara belajarnya yang menyenangkan.
15. Im feeling excited.
16. Im feeling sucks.
17. The lesson is good. Siswa dapat memahaminya. Gurunya interaktif. Cara belajar tidak
terlalu buat pusing.
18. Interesting. Fun.
19. Interesting.
20. I feel satisfied with this learn.
21. I like this properties because this is very fun. Thank.
19 | P a g e

22. Im excited.
23. Saya senang karena mendapat materi baru tentang kesamaan bangun segitiga.
24. Impressions: Interesting, Fun, Unique, Fresh
25. Interesting! Thank you very much. Today I learn about congruent. Dan aku mendapat
tambahan ilmu yang sebelumnya belum ku ketahui. Merci beucop!
26. I dont know semua. Because I dont understand what are you saying about. Tapi
27. I feel interesting. Thank you very much for the lesson today.
28. Thank you very much. Interesting. I dont know anything.
29. Hmm..lumayan.

20 | P a g e

Here the reflections had been recorded from each member of group in reflection
1. Mrs. Ririn Aprianita.
Basicly the lesson was running well. Mr Ghozi has done his good job.
At the beginning:
- Teacher attracts students by showing a picture. It makes students pay
attention on the materials.
- Teacher stated learning objectives, so students know what is the purpose of
todays lesson.
- Teacher divides students into groups, but the members of each group
- No clear instruction before students activity. Teacher gives instruction
when the students are starting their work. So some students dont
understand about their tasks.
Main activity:
- All students are active in their classroom.
- Teacher lets students make their conclusion by their own sentences.
- It takes too much time in presenting activity 1, so problem 2 and 3 wasnt
explored well because of time limitation.
Here the picture being reflection by Mrs. Ririn:
21 | P a g e

Figure 12. Reflection tatements from Mr. Atik.
2. Mr Sorphea
The sugestions are :
- Should divide students into group earlier
- Give cleaner instuction
- Tell students to wear their badge altogether
- Should give some more comprehension
- Students can help and share their opinion
- Students enjoy in learning on working
- Teacher encourage students to show their abilities
- Make good Conclusion
3. Mr. Muhammad Atik Afwanudin

- Teacher roll a student and ask them, who is not come in the class today
- Students give attention to the teacher when He was given a problem

22 | P a g e

Main activity
- Students still have not confidence to say what they want, but the techer
given motivation to all student
- Most all of student is very interest about the subjejct matter, because the
teacher use an actractif learning.
- Some student in a group have not give attention when the other group
presenting their discussion result
- There is two student put the number label on their head
- Students are not given an individual task to be done
- Maybe the teacher forgot given a problem to be done as home work
4. Mrs Purwati
- Basicly the lesson study procces was runing well
- The students are very actif in the lesson, they are glad to learn obot the
proprties of triangle congruency
- Theacher in lesson study has already done step by step
5. Mr. Saiful Ghozi
- All steps were already done as group 5 planned, but there are still loss many
detail activities. Such as : check attendance list of students, give whorksheet
paper that had been prepared before, give student homework, etc.
- But for all activites teacher feels satisfied with the learning activities in

23 | P a g e

Figure 13. Mr. Saiful Ghozi gave reflection.
Lesson Study A noteworthy journey for learning
Lesson study represents a willingness of teaching learning to improve the quality
of our teaching and learning process, by accepting opinion/arguments by the other. With
implementing lesson study, we know what our weakness of our teaching. It is very
meaningful for us as an instrument of changing toward A professional teacher.
The actual implementation of the lesson study was a great challenge for our group.
We set our own goal to be achieved and carefully planned and collaborate every detail of
our own insights and ideas for the Do Process to be undertaken successfully for the
advantage or benefit of the learners to make them feel the enjoyment of doing the all
activities while enhancing in them an increased interest and a positive attitude towards
At first, the group are pressured and dont know where to begin with but on the
process, after dividing the topics among ourselves, we begin to work out carefully every
24 | P a g e

lesson and plan out activities suited for the topic to make it meaningful and full of
The group started to see the importance of collaboration, teamwork, cooperation,
concern and moral support. We were there with each other in making a lesson plan,
teaching materials, power point, and students worksheet and until the Do process was
over. We exchanged ideas and we believe those are the things that made us all achieved
the goal we planned for.
Lesson Study A moment for celebration
In general, every group member was able to carry out the lesson successfully. The
time allotment was properly observed and all the activities given were very interesting
and made the students respond positively. The teaching materials used were effectively
used and help in easy learning process and the three basic component cycle of
instructional development of lesson study such as Plan, Do, and See was well
Lesson Study A way forward
In general, every group member agrees that lesson study is a promising approach
for teacher continuous development. Despite the obstacles that may arise in our own
school cultures, we agreed that Lesson Study should be cultivate as part of our culture in
teaching and learning processes.
25 | P a g e

After implementing all steps in the Lesson Study processes, we come up to the following
conclusions and recommendations:
1. Lesson Study engages us teachers in creative and collaborative problem
solving activity in designing a lesson that teachers mathematics through problem solving.
This method is based on learners construction of their own knowledge; learners learn
most when they are engage in tasks that they view as significant to them and that presents
a real problem to them; and learning is a social activity whatever the objective or the goal
of the learning is.
2. As a result of all the activities undertaken, the most important achievement
of the group or learned out of it is that the change in our perception about the role of
Problem Solving in Mathematics. During the planning stage and meetings conducted by
the group, expressed apprehensions that they may not be able to done it successfully and
that work problem or problem solving is the most difficult type of skill and they
thought there is no way a student can solve it by themselves without being shown sample
problems and solutions first but they thought wrong and the topics assigned to each one
of them challenged their own assumptions. Their impressions were all positive and
realized that a carefully planned lesson will be implemented successfully and produced
students who can solve problems by themselves with proper guidance from the teacher.
They learned that problem solving can also be a means for learning Mathematics rather
than simply a reason for learning it; and, that students are more capable in solving
problem on their own than they previously thought.
26 | P a g e

3. Admittedly, we find Lesson Study at first another burden to us but as the activity
progresses, we eventually appreciated it. We learned a lot from each other and the post
conference or reflections with discussions of observations and giving remarks and
suggestions became a venue for us to deepen our understanding of Mathematics and how
students understand it and affect the quality of their thinking. Goal-setting, the first step
in the lesson study process was done successfully. The teachers among our group agreed
that our goal which is to make students value mathematics by developing their thinking
skills was somewhat achieved.
4. Since most students paid attention in every learning activity wherein teacher givesa
lot of effort from the planning stage to application itself, it is suggested that lesson study
activities to be carried should be well-planned and carefully prepared for every learners
benefit and improvement. The teacher as much as possible should prepare and use
appropriate teaching aids and ICT to make students activity more fun and exciting and
for easier understading of the lesson.The teacher should just always create joyful and
comfortable atmophere during class activities to motivate every to students pay attention
and actively participate and to make them feel the enjoyment of doing the activities while
enhancing in them an increased interest and a positive attitude towards Mathematics.

27 | P a g e

Theme :
To determine the congruent triangles and show the reason.
Tittle of the Lesson :
What triangles are congruent?
Objectives of the Lesson :
Students are able to follow and solve the problems about congruent triangles
Time allowance : 80 minutes

Plan of todays lesson :
Learning Activity Teacher facilitation
- Teacher gives a problem and shows pictures :
Suppose in some yacht race, we must certify
that all of the sails are in the same sizes.
Without unrigging the triangular sails from
their masts, how can we ensure that they are
in the same sizes?
- Teacher cuts a pieces of rectangular paper into
two same parts (by its diagonal) to
demonstrate the example of congruent
- Teacher asks some questions to the students.
Teacher shows two different triangles and
asks Are they the same or not?

- Preparing figure to display
Students activities
- Teacher divides students into 5 groups.
- Teacher gives some models of different
- Preparing some models of

28 | P a g e

Learning Activity Teacher facilitation
triangles to each group.
- Students find which the congruent triangles
- Teacher controls each group activities.
- Teacher asks question Have you finished?
- Students answer
Students presentation
- Teacher gets the leader of each group to show
the congruent triangle, and asks question
why do you say that they are congruent?
- Students are expected to explain their reason
using the properties of congruent triangles.

- Giving reinforcement about
the principle (property) of
congruent triangles :
S-S-S, S-A-S, A-S-A.
Problem Solving
- Teacher gives worksheets to all groups to find
congruent triangles from the following figures.

Starting from easy problem.
Figure 1: shows an isosceles
trapezium with its two
Students must have known
about the properties of
trapeziums diagonals because
they have learned on previous
grade. So they can find the
congruent triangles on it.

Figure 2 : shows a circle with
some triangles on it. Using
their understanding about
radius and chord, so we hope
that they are able to solve this
29 | P a g e

Learning Activity Teacher facilitation

If some students cant find the
answer, teacher should help
them by giving some hints.

30 | P a g e


Name Saiful Ghozi, M.Pd
Date of birth 03, May-1981
Natinality Indonesia
School SMP Nasional KPS Balikpapan
School Address Jln Sport No. 1 Balikpapan East
Home Address Jl Wonorejo Balikpapan
Utara Balikpapan
Phone number : 081352168498

Name : Purwati, S.Pd, MM.Pd
Date of birth 15, April ,1974
Natinality Indonesia
School : SMP Negeri 6 Purworejo
School Address Jln Ksatriyan nomer 5/5A
Purworejo, Kabupaten Purworejo
Home Address Golok Rt 01/RW 1 Banyuurip
Purworejo. Jawa Tengah.

31 | P a g e

Phone number : 085292404898
Name : Buoy Sorphea
Date of birth : 02, January-1966
Natinality : Cambodia
School Name : Beung Trobeck High School
School Address : St. Mony Vong, Khan Chamkar
Morn, Phnom Penh, Cambodia
Home Address : No 37 Khan Mean Chey, Phnom
Penh, Cambodia
Email :
Phone number : 85512939436

Name : Muhammad Atik Afwanudin
Date of birth : 30 January 1980
Nationality : Indonesia
School : SMPN 2 Salem Brebes
School Address : Jln Pasirpanjang Salem Brebes
Jawa Tengah
Home Address : Jl Pancasila Buaran RT 011/001
Bantarkawung Brebes Jawa Tengah
Email :,
Phone number : 085227503421

32 | P a g e

Name Ririn Aprianita, S.Pd.Si.
Date of birth 08, April-1987
Nationality Indonesia
School SMPN 1 Wonosari
School Address Jln. Kolonel Sugiyono 35B
Wonosari Gunungkidul
Home Address Logandeng RT24/RW05
Logandeng Playen Gunungkidul
Phone number : 085959528232