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APPLICATION OF COLLABORATIVE LEARNING MODEL BASED ON LESSON

STUDY ON STUDENT'S CRITICAL THINKING ABILITY IN CLASS XI IPA
Nanda Adin Nisa1*, Eny Winaryati2
1)2)
Chemistry Education, Faculty of Mathematics and Natural Sciences
Muhammadiyah University of Semarang

ABSTRACT
The quality of a learning process can be seen in terms of students' critical thinking skills in
the learning process carried out or from the learning outcomes of students themselves. The
lesson study model emerged as an alternative to overcome the problem of learning practices
and improve students' critical thinking which had been seen as less effective. Lesson study is
one of the learning approaches that can increase the effectiveness of collaborative learning.
This type of research is descriptive qualitative research using the stages in lesson study,
namely planning (plan), implementation (do), reflection (see). As for seeing the critical
thinking ability of students by conducting an assessment that refers to the ideal assessment
criteria. The application of lesson study with a collaborative learning model has an effect on
students' critical thinking skills in class XI IPA SMA X. Analysis of the collaborative
learning model is able to improve students' critical thinking skills which can be seen from the
results of the increase in the percentage of the four aspects. In the aspect of formulating
problems in the first cycle, an average of 15 was obtained with a percentage of 75% and
increased in the second cycle, namely an average of 19 with a percentage of 95%. Aspects of
conducting experiments in the first cycle obtained an average of 27 with a percentage of 90%
and in the second cycle obtained an average of 28 with a percentage of 93.33%. At the stage
of analyzing and presenting the results obtained the same results, namely an average of 14.5
with a percentage of 96.67%. The communicating stage in the cycle obtained an average of
11% with a percentage of 73.33% and an increase in the second stage of 11.75 with a
percentage of 78.33%. From the results of these four aspects, in every aspect, the observation
results have increased and the average is included in the good category.
Keywords: lesson study, collaborative learning, critical thinking skills
PRELIMINARY willing to work hard, have a high work
urge, be diligent and steadfast in working,
Education is the main institution that acts
provide optimal service, and have strong
as an important role that is useful in efforts
work discipline. 2) Teacher; maximum
to build and foster the development of
teacher involvement by increasing the
civilization in a nation. The civilization in
competence and professional work of
question is a process of changing the way
teachers in seminars, workshops and
of human life(Al Azizi, 2018). Education
training activities so that the results of
has a very important role in the process of
these activities can be applied in schools.
improving the quality of human resources.
3) Students; The approach that must be
Recognizing the importance of the process
taken is "children as the center" so that
of improving the quality of human
students' competencies and abilities can be
resources, it is hoped that there will be an
explored and the school is able to take an
effort to realize this through the concept of
inventory of the strengths that exist in
education which is summarized in Law no.
students. 4) Curriculum; the existence of a
20 of 2003 concerning the National
consistent, dynamic, and integrated
Education System states that national
curriculum can enable and facilitate the
education functions to develop capabilities
expected quality standards so that the goals
and shape the character and civilization of
(goals) can be achieved optimally. 5)
a dignified nation in order to educate the
Cooperation Network; Cooperation
nation's life, education is a process aimed
networks are not only limited to the school
at developing students' potential to become
environment and the community, but with
human beings who believe and are
other organizations such as companies or
knowledgeable, capable, creative,
government agencies so that the output of
independent. , and become democratic and
schools can be absorbed in the world of
responsible citizens.
work.
So that everything that is done by teachers
Based on this opinion, it can be explained
and students is directed at achieving goals
that educators are the main and important
that lead to the formation of attitudes, the
component in achieving the success of the
development of intelligence or
learning process. Therefore, the
intellectuality, and the development of
development of education is something
children's skills as needed. In addition,
that should happen in line with changes in
education must be oriented to students
the culture of life. Changes in terms of
which is manifested in the learning
improving education at all levels need to
process. Education takes place as a
be carried out continuously in anticipation
learning process that influences each other
of future interests. Education that is able to
between teachers and students. Learning is
support development in the future is
designed as an effort to facilitate or
education that is able to develop the
facilitate students in the learning
potential of students, so that those
process(Setyosari, 2014).
concerned can face and solve the problems
According to(Danim, 2012)said that if an of life they face. Education must be able to
institution wants to improve the quality of touch the potential of Conscience and the
its education, it must involve at least five competence of students. The concept of
dominant factors, including: 1) Principal education feels increasingly important
leadership; The principal must have and when someone has to enter life in society
understand a clear work vision, be able and and the world of work,(Al-Tabani, 2017).
Based on the findings of observations in
class XI IPA SMA SMA X, the condition
of students is not yet active, because
students tend to only listen to the
explanations given by the teacher and
students seem to pay less attention to
explanations. In addition, students were
less active in recording material and asking
questions about the material presented by
the teacher. Learning that is still
dominated by teachers can cause students'
involvement to be active in the learning
process is still lacking, so this causes the
opportunity for students to be able to
improve their thinking is also still low.
Improving students' thinking skills is
important to be improved and developed.
(Joyce & Weil, 2003). In addition to
understanding concepts, the ability to think
critically is one aspect that needs to be
emphasized and must get attention in the
learning process because it will affect
student learning outcomes.(Rosa et al.,
2017). Critical thinking ability itself can be
interpreted as the ability of students to
identify and formulate a problem, which
includes determining the essence, finding
similarities and differences, digging up
relevant and valid information and data,
the ability to consider and assess including
distinguishing between facts and opinions,
determining assumptions, and draw
reliable conclusions(Subiantoro, AW,
2009). The quality of a learning process
can be seen in terms of students' critical
thinking skills in the learning process
carried out or from the learning outcomes
of students themselves. Therefore, so that
students have the ability to think critically,
efforts are needed to improve the quality
of learning carried out in schools.
The lesson study model emerged as an
alternative to overcome the problem of
learning practices and improve students'
critical thinking which had been seen as
less effective. According to(Perry &
Lewis, 2009)in his research said that the
lesson study approach is widely considered
as an effective learning application to be
applied by teachers. Lesson study is one of
the learning approaches that can increase
the effectiveness of collaborative learning.
This is because in applying lesson study
teachers work together to solve learning
problems in the classroom.
Communication and collaboration between
teachers in lesson study is able to solve a
learning problem effectively(Triyanto,
2016). Lesson study is a collaborative
process in a group of teachers to identify
learning problems, design a learning
scenario (covering activities to find books,
articles, and relevant references on the
topics to be taught); teach students
according to the design (one model teacher
carries out learning while the other
observes), evaluates and revises lesson
plans, re-teaches the revised lesson plan,
re-evaluates learning and shares the results
with other teachers(Susilo, 2013).
Based on research resultsDewi et al.,
2016)Collaborative learning with lesson
study can improve student learning
activities. According to(Purwantoro et al.,
2013)revealed that collaborative learning
can improve student learning outcomes.
Based on the explanation above, the
purpose of this study is to determine the
effect of applying a collaborative learning
model based on lesson study on the critical
thinking skills of class XI IPA SMA X.
RESEARCH METHOD
The research conducted is descriptive
qualitative research. Qualitative research is
a research process to understand human or
social phenomena by creating a
comprehensive and complex picture that
can be presented in words, reporting
detailed views obtained from informant
sources, and carried out in natural
setting(Walidin et al., 2020). Meanwhile,
descriptive research is a research
conducted with the main objective to
provide an overview or description of a
situation objectively(Aditya, 2019).
The research was conducted in SMA X, in
class XI IPA. The time of the research was
carried out in May 2022. The subjects of
this study were students of class XI IPA 1
and XI IPA 2, with the object of research
being the application of lesson study.
The research implementation took place in
two stages. Each stage consists of three
activities, including: 1) Planning (plan); 2)
Implementation and Observation (do); 3)
Reflection (see).
The data collection techniques used
include 1) documentation, which is a data
collection technique by investigating data
about things or variables in the form of
notes, transcripts, books, newspapers,
magazines, minutes of meeting agendas,
and so on; 2) Interview, used to find out
the responses of teachers and students
regarding the application of lesson study
with a collaborative learning model; 3)
Observation, is used to observe the
implementation of lesson study learning
activities with collaborative methods
which include planning, implementing,
and reflecting on these activities.
Meanwhile, the source of the research data
refers to the observations obtained by
observers in open class activities and
lesson study informants consisting of an
expert team of lesson study facilitator
teachers.
The stages of the research procedure can
be seen in Figure 1.
Figure 1. Stages of research procedures
In this study, the analysis of students'
critical thinking skills was carried out by
observing and examining the results of
students' work carried out in groups and
asking students to provide explanations in
their efforts to solve problems. analysis
was also conducted to determine how the
quality of learning after the
implementation of lesson study using
collaborative learning methods. As for the
stages, there are several indicators that will
be analyzed to determine the average score
of each aspect in learning activities. The
formula used is:
Average score of each aspect =
jumlah skor
jumlah responden
Every aspect in the assessment of learning
activities on the observation sheet that has
been converted into quantitative values, is
converted into qualitative values with ideal
assessment criteria.
Table 1. Ideal Assessment Criteria
Score Range Category
X > Mi + 1.5 SBi Very good
Mi + 0.5 SBi < X Mi + 1.5 Well
SBi
Mi - 0.5 SBi < X Mi + 0.5 Enough
SBi
Mi - 1.5 SBi < X Mi - 0.5 SBi Not enough
X Mi - 1.5 SBi Very less
The percentage of assessment of the
implementation of the collaborative
learning model based on lesson study is
calculated using the formula:
Rating percentage = x 100%
skor rata−rata
Skor maksimal
The results of the percentage of assessment
criteria can be seen in table 2.
Table 2. Ideal Assessment Category
Grade Average Category
80% < X 100% Very good
67% < X 80% Well
53% < X 67% Enough
40% < X 53% Not enough
RESULTS AND DISCUSSION
a. Implementation of Lesson Study
with collaborative learning model in
cycle I
Planning Phase (Plan)
Before carrying out the lesson study
activities to be carried out at SMA Negeri
15 Semarang, a meeting was first held
regarding the formation of the lesson
study group. Participants from the lesson
study group include a supervising lecturer,
a chemistry subject teacher and 2 fellow
students. Based on the results of
observations made by previous
researchers, the learning problem in class
XI IPA is about the inactivity of students
so that it affects students' critical thinking
skills which are still relatively low.
Therefore, the lesson study team agreed to
analyze learning problems using a
collaborative model for students' critical
thinking. The next step is the researcher
prepares the chapter design and lesson
design.
The preparation of the chapter design
aims to map the understanding of each
material in a chapter and also to concrete
the material by discussing what the
essence will be given or learned by
students at each meeting in the chapter.
After knowing the essential teaching
materials and the easiest learning
sequence for students, then proceed with
developing lesson designs or learning
designs. In drawing up lesson design
activities try to position yourself as a
student, not like a teacher. This means
trying to think about how students think
about the subject matter. The purpose of
the preparation of the lesson design is to
formulate the sequence of the learning
process starting from the initial activity,
into to evaluation and closing which in its
preparation uses a backward pattern,
Implementation Stage (Do)
At the implementation stage, learning
activities take place according to the
chapter design and lesson design that have
been prepared. In this implementation,
material is delivered on colloidal systems.
Classroom learning takes place in groups.
The model teacher explains the initial
material regarding the differences
between solutions, colloids, and
suspensions. After students understand the
difference between solutions, colloids,
and suspensions. Students in each group
discuss to be able to distinguish the three
based on the characteristics of properties,
particles, phases, stability, filtering, clarity
and also examples. The next activity is to
do apperception which is done to make
students motivated in learning because it
starts from objects that are around. The
model teacher asked the students why
when the filtering process on milk and
coffee only coffee grounds were filtered
while milk was not? Why is the laser light
scattered on milk while in coffee the light
is reflected even though they are both
cloudy? The results of the discussions that
have been carried out can be presented in
front of the class.

Figure 2. Students are having a discussion
Figure 3. Students present the results of the
discussion
Figure 4. Student Worksheet
Each group gets a student activity sheet
containing the discussion of the material,
an activity sheet about some examples of
collid systems in everyday life that each
group must discuss. After that, each group
is asked to formulate a problem that has
been included in the student activity sheet.
The next stage after formulating the
problem, students are asked to make a
hypothesis based on the available books.
Then, present the results of the analysis
and present the results of the discussion.
The teacher provides reinforcement on the
material.
The learning ends with a joint evaluation
conducted by the model teacher and
students. Then review the material from
some of the results of group discussions.
Stages of Reflection (See)
In the first cycle, the observers of the
lesson study team included a supervisor, a
chemistry teacher, and 2 students.
Observers or observers in this reflection
stage convey their findings during the
implementation stage and submit their
evaluations to the model teacher. The
reflection activity begins with the
observer's view of the learning that has
been carried out, and continues with the
submission of comments and suggestions
for improvement in the next stage.
The first reflection is about the model
teacher who lacks time management so
that there are still groups that are less than
optimal in formulating problems and
making hypotheses.
Further reflection in the implementation of
the collaborative learning model based on
lesson study in phase I there are still some
finding problems that occur. In the
discussion process, there are still students
who are less active in discussing or
expressing their opinions. So that it looks
like relying on other friends to solve
problems together.
Figure 5. Students who look less active in
expressing opinions
b. Implementation of Lesson Study
with collaborative learning model in
cycle II
Planning Phase (Plan)
The planning stage in cycle II is more for
researchers to improve the findings of the
problems found in cycle I. Namely by
managing time better and providing the
right stimulus to students so that each
group is able to formulate problems, make
a hypothesis and present the results.
Researchers better prepare all learning
steps along with materials, tools,
supporting media that have been prepared
to be used appropriately, proportionally
and efficiently.
Implementation Stage (Do)
The model teacher starts the learning
activity with apperception, which aims to
motivate students. Then divide groups
with fewer participants, consisting of 5
people in each group.
Figure 6. Group formation
On the same topic, the students in cycle II
developed the concept of understanding
the differences between solutions, colloids,
and suspensions by means of discussion.
Figure 7. Students are compiling the concept of
material
Then students make concept maps about
the types of colloids, pay attention to
practical video demonstrations in
distinguishing solutions, colloids, and
suspensions, and finally students conclude
the application of colloid systems in
everyday life.
Figure 8. Students are paying attention to practical
demonstrations through video shows
Reflection Stage (See)
Reflection of learning is done after the
learning process in class has been
completed. Some of the important things
that emerge from the reflection activities
are as follows. Overall learning activities
have attracted the attention of students and
have encouraged them to be more critical
in developing learning concepts. The
model teacher has also guided students to
make hypotheses well and is good enough
when providing stimulus and guiding in
formulating problems, conducting
hypotheses, to analyzing and presenting
results. However,
There are also students who are not
focused and tend to only rely on other
members and only present the results of
discussions compiled by several members
and not the results of joint problem
solving.
Figure 9. Students who are not focused in group
discussions
Figure 10. Students who are busy playing gadgets
Analysis of the Implementation of the
Collaborative Learning Model
Collaborative learning is learning where
students learn from each other and work
together in small groups to improve the
achievement of learning outcomes together
in the learning process. In the
implementation of collaborative learning
there is an exchange of ideas between
members in the group where this not only
increases students' interest in learning but
can also improve critical thinking skills. In
collaborative learning the teacher does not
fully act as a regulator of the group's
performance but acts as a member of the
group and as a monitor of the learning
process. The teacher's role in
implementing collaborative learning will
make it easier for students to achieve
learning in the ZPD (Zone of Proximal
Development).(Hajar et al., 2018). Zone of
Proximal Development (ZPD) is the
distance between the actual level of
development which is defined as the
ability to solve problems independently
and the level of potential development
which is defined as the ability to solve
problems under adult guidance or in
collaboration with more capable peers.
(Cahyono, 2018).
In analyzing the implementation of
collaborative learning model learning,
there are four instruments, including the
instrument to formulate problems, the
instrument to conduct experiments, the
instrument to analyze and present the
results, and the instrument to
communicate.
1) Instruments for formulating problems
Table 3. Criteria for Ideal Assessment of
Ability to Formulate Problems
Score Range Category
X > 16.00 Very good
13.33 < X 16.00 Well
10.66 < X 13.33 Enough
7.99 < X 10.66 Not enough
Based on the analysis of data regarding the
assessment of guiding to formulate
problems in the first cycle, it was found
that the total score was 60 (N = 4), so that
an average score of 15 was obtained. If it
was included in the ideal assessment
criteria table, the model teacher's ability to
guide formulating problems was in the
range of 13, 33 < X 16.00 with good
category. The percentage of assessment
guiding formulating the problem reached
75% with good category.
While the results of data analysis regarding
the guiding assessment to formulate
problems in the second cycle, it was found
that the total score was 76 (N = 4), so that
the average guiding score was 19. The
average score of 19 if included in the ideal
assessment criteria table, the teacher's
ability the model in guiding to formulate
the problem is in the range X> 16.00 with
a very good category. The percentage of
guiding assessments in formulating the
problem reached 95% with a very good
category.
2) Instruments for conducting
experiments
Table 4. Ideal Assessment Criteria for
Guiding Ability to Conduct Experiments
Score Range Category
X > 28.00 Very good
33.33 < X 28.00 Well
18.67 < X 23.33 Enough
14 < X 18.67 Not enough
Based on data analysis regarding the
assessment of guiding experiments in the
first cycle, it was found that the total score
of guiding experiments was 108 (N = 4),
so that the average score of guiding
experiments was 27. The average score
was 27 if entered in the assessment
criteria table. ideally, the teacher's ability
to guide conducting experiments is in the
range of 33.33 < X 28.00 with a good
category. The percentage of assessments
guiding conducting experiments reached
90%.
While the results of data analysis
regarding research guiding conducting
experiments in cycle II, it was found that
the total score was 112 (N = 4), so that the
average score for guiding experiments
was 28. If the average score obtained was
28, it was included in the ideal assessment
criteria table. then the model teacher's
ability to guide conducting experiments is
in the range of 33.33 < X 28.00 with a
good category. The percentage of
assessment guiding conducting
experiments reached 93.33%.
3) Instrument of ability to analyze and
present results
Table 5. Ideal Assessment Criteria for
Guiding Ability to Analyze and Present
Results
Score Range Category
X > 12 Very good
10 < X 12 Well
8 < X 10 Enough
6<X8 Not enough
Based on data analysis on the assessment
guiding students to analyze and present the
results, it was found that the total score for
guiding analyzing and presenting results
was 59 (N=4), so that the average score for
guiding students in analyzing and
presenting results was 14.5 if entered. in
the table of ideal assessment criteria, the
teacher's ability to guide students to
analyze and present results is in the range
X> 12 with a very good category. The
percentage of the assessment guiding
students in analyzing and presenting the
results reached 96.67% with a very good
category.
While the results of data analysis regarding
research guiding students to analyze and
presenting results in cycle II it was found
that the total score was the same as in
cycle I, which was 59 (N=4), so that the
average score of guiding students in
analyzing and presenting data was 14. ,5.
If the average score obtained is 14 which is
included in the table of ideal assessment
criteria, the model teacher's ability to guide
analyzing and presenting data is in the
range X > 12 with a very good category.
The percentage of assessment guiding
conducting the experiment reached
96.67%.
4) Ideal Assessment Criteria for
Communication Skills
Table 6. Ideal Assessment Criteria for
Communication Skills
Score Range Category
X > 12 Very good
10 < X 12 Well
8 < X 10 Enough
6<X8 Not enough
Based on the analysis of the assessment
data for guiding communicating, the total
score for guiding communicating is 44 (N
= 4), so that the average score for guiding
in communicating is 11. The average
score with a total of 11 if included in the
table of ideal assessment criteria, the
teacher's ability the model in guiding
communication is in the range of 10 < X
12 with good category. The percentage of
assessment guiding communication
reached 73.33% with good category.
While the results of data analysis
regarding research guiding
communication in cycle II it was found
that the total score was 47 (N = 4), so that
the average score for guiding in
communicating was 11.75 if it was
included in the table of ideal assessment
criteria, the model teacher's ability to the first cycle of 75% and in the
guide communication included in the second cycle it increased by 95% with
range between 10 < X 12 with a good a difference of 20%.
category. The percentage of assessment b. The percentage aspect of the ability to
guiding communication reached 78.33%. conduct experiments was obtained in
the first cycle by 90% and in the
From the results of the description of the
second cycle it increased by 93.33%
data analysis, it is obtained a comparison
with a difference of 3.33%.
of the four aspects in cycles I and II.
c. The percentage aspect of the ability to
Table 7. Comparison of four aspects of analyze and present the results
the effect of implementing collaborative obtained in the first cycle of 96.67%
learning models on students' critical and in the second cycle obtained the
thinking skills in cycles I and II same results that is equal to 96.67%
with a very good category.
Rated aspect Observati Observati
on results on results d. The percentage aspect of the ability to
in cycle I in cycle communicate obtained in the first
II cycle of 73.33% and in the second
Ability to guide 75% 95%
cycle increased by 78.33% with a
formulating problems
Ability to guide 90% 93.33% difference of 5%.
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