Empowering Informatics Teachers through Lesson Study: A Qualitative Exploration within Indonesia^s Teacher Professional Education Program Herbert (a), Munir(b*), Ade Sobandi (a), Lala Septem Riza(b)
a) Management, Universitas Pendidikan Indonesia
Jalan Dr. Setiabudi No. 229, Bandung 40154, Indonesia
*munir[at]upi.edu
a) Computer Science, Universitas Pendidikan Indonesia
Jalan Dr. Setiabudi No. 229, Bandung 40154, Indonesia
Abstract
The implementation of Lesson Study within Indonesia^s Pendidikan Profesi Guru (Teacher Professional Education) program serves as a pivotal strategy for fostering reflective and collaborative professionalism among Informatics teachers. Despite the rapid advancement of digital pedagogy, many teachers remain unaware of the quality of their instructional practices, often constrained by insufficient preparation of learning materials and limited peer engagement during lesson planning. Adopting a qualitative design, this study investigates how Lesson Study facilitates pedagogical transformation by integrating structured reflection, peer collaboration, and continuous improvement cycles. The Plan-Do-See framework provides a systematic process through which teachers co-design lessons, conduct classroom observations, and engage in critical dialogues to align feedback with intended learning outcomes. Beyond technical competencies, Lesson Study offers substantial value in strengthening teachers^ understanding of educational psychology-particularly in fostering empathy, emotional attunement, and effective teacher-student interactions, alongside the use of more humanistic and diversified instructional models. The findings reveal that Lesson Study contributes not only to the enhancement of lesson design and pedagogical quality but also to the cultivation of a reflective, collegial, and empathetic professional culture among Informatics teachers in Indonesia.
Keywords: Lesson Study- Teacher Professional Education- Peer Collaboration
Topic: Computer Science and Computer Science Education
