Lesson Study and Clinical Supervision:
A Model for Improving Teachers Professionalism
Umi Chotimah
1*
, Zahra Alwi
2
1
Social Studies Education Department, Universitas Sriwijaya, Indonesia
2
Indonesia Language Department, Universitas Sriwijaya, Indonesia
Keywords: Lesson study, clinical supervision, teacher professionalism.
Abstract: This article describes a model for improving teacher professionalism through Lesson Study and Clinical
Supervision (LSCS). This model is the results of Research and Development (R&D). The data in this study
were collected using documentation, observation, and interview. This model has been applied by two
groups of teachers (Civic Education and Indonesia Language) in senior high schools. Each group consisting
of three teachers, one of them was as a model, and the rest were as observer and consultant. Three steps of
Lesson Study (LS) are a plan, do and see. Before implementing a Lesson Study, the groups of teachers
should do Clinical Supervision (CS) which consists of a model teacher, teacher ad observer and a
headmaster. Based on the results of this study through quasi-experimental methods to see the effect of the
program, the validation of experts, and its implementation, it can be concluded that LSCS have feasibility
and effectiveness to improve teacher professionalism. Increasing the professionalism of teachers through the
application of LSCS has an impact on the achievement of student learning outcomes before and after the
implementation of LSCS.
1 INTRODUCTION
Teachers’ quality influences the quality of education.
The problem of increasing the ability of teachers is
inseparable from the issue of the practice of learning
activities. Therefore, the teacher has a significant
role in improving the quality of education
(Todorescu et al., 2015; Davies et al., 2014).
Besides, a teacher is one of the essential components
of education wherever education and the learning
process were implemented. It is impossible, without
teachers, training could take place, even with
advances in technology.
To enhance the quality of education, it is
necessary to improve the competencies of teachers,
because they are essential resources in determining
the success of students in their study. In the end, it
will influence the achievement of educational goals.
Like a key in education, the improvement of the
quality of teachers cannot be compromised, since
resolving the problems of teachers will be the
solution most education problem in a country (du
Plessis, 2015).
2 BACKGROUND
The teacher is a profession that has great
responsibility in determining progress in the field of
education. Not only teaching, but also guiding,
directing, training, assessing, and evaluating
students. Thus, the teacher (including a lecturer)
is a profession, like other professions such as
accountants, pharmacists, lawyers, doctors and
others. A professional teacher is required to have
four competencies, namely: "pedagogy, personality,
social, and professional."
Despite the evidence that the teachers who have
been passed teachers certification program should
implement the four existing competencies
(pedagogical, professional, social and personality), it
turned out to have different dimension. The teachers
who have passed the certification program should
have an increase in their competencies and
performances, so even though they have receive
their certificates, they need to improve themselves
by implementing Lesson Study and Clinical
Supervision (Proceedings First Annual International
Seminar on Trends in Science and Science
Education, 2014). Thus, it is expected to be a model
Chotimah, U. and Alwi, Z.
Lesson Study and Clinical Supervision: A Model for Improving Teachers Professionalism.
DOI: 10.5220/0009996200002499
In Proceedings of the 3rd Sriwijaya University International Conference on Learning and Education (SULE-IC 2018), pages 97-105
ISBN: 978-989-758-575-3
Copyright
c
 2023 by SCITEPRESS – Science and Technology Publications, Lda. Under CC license (CC BY-NC-ND 4.0)
97

of effective and innovative solutions which can
increase teachers’ professionalism. In this study, it
was limited to teachers of Civic Education and
Indonesia Language in middle school.
The term Lesson study (LS) is most directly
associated with Makoto Yoshida in 1999 who first
introduced it in Japan, after the second world war.
The term LS is derived from Japanese language,
jugyo-kenkyu. Jugyo means lesson and kenkyu
means study or research (Takahashi & Yoshida,
2004; Chokshi & Fernandez, 2004; Bjuland and
Mosvold, 2015). Lesson Study develops in many
parts of the world namely the US, Australia and
other countries, including Indonesia. LS is a model
of teacher professional development in improving
performance conducted jointly by a group of
teachers (Avalos, 2011; Nesusina et al., 2014;
Ninlawan 2015; Şener, 2015).
LS is a small group teachers collaborative
activity in the same subject to discuss, teach and
systematically reflect on one lesson, identify
learning problems, then make lesson plans, learning
material, scenario learning, instructional media, and
implement them in accordance with the learning
scenario (one teacher implement learning while
others observe). After that, the observer evaluate
and revise hence the need for a program or a process
of professional development of teachers (Avalos,
2011; Ninlawan, 2015; Şener, 2015; Leavy and
Hourigan, 2016).
Among the activities that can improve the
professionalism of teachers are including by
implementing lesson study based education and
training of the teaching profession. It is in line with
Anggara and Chotimah (2012), they concluded that
the application of the lesson study based Council
Subject Teacher has a positive impact on reaching
the professional competence of middle Based on the
needs of teachers through a regular cycle. This
weekly cycle includes planning. Clinical supervision
is a form of professional guidance based on their
needs through a regular cycle in planning, careful
observation of the implementation, and assessment
of the immediate and objective feedback on actual
performance, to improve teaching skills and
professional attitude of the teachers. Through the
practice of teaching to the clinical supervision of
teachers helped to develop themselves so that the
gap between the real teaching behavior and the
behavior of ideal instruction becomes increasingly
smaller.
The differences between clinical supervision to
non-clinical supervision are discussed as follows (La
Sulo, 2005). Clinical supervision is carried out as a
cycle that includes planning, teaching observations
and feedback and follow-up discussion of the latter
which will be the input for the next planning In one
cycle with three phases and their activities in each of
these stages are:
• Scene of the initial meeting, the meeting is
held at the request of a teacher after he has
devised a plan of instructional design. At
this stage, there are several important
activities, such as creating an atmosphere,
reviewing teaching plan that includes
evaluation of learning outcomes of interest
method, and others related to teaching and
learning activities that will be implemented,
assess teaching skills to be trained,
especially the indicator choose or develop
observation instruments that will be used to
observe the teachers who are teaching and
reiterated the assessment conclusions.
• Teaching observation stage, the teacher is
showing, and is observed by supervisors
following the contract/agreement.
• Phase-end meeting, the meeting should be
done immediately after practice teaching,
so that the perception of teaching and
learning activities are still fresh in the
minds of both parties. At this meeting
reviews the recorded data with instruments
which have been agreed at the stage of the
initial meeting. The main activities in this
phase include:
• providing reinforcement, and asking for the
opinion/feeling about the training of
teachers in general, so cultivated a relaxed
atmosphere, so that teachers do not feel
checked/judged, so freely examine him;
• reviewing teaching purposes;
• discussing contract targets;
• exploring/analyzing data from observations,
and with the help of supervisors, teachers
tried to interpret the data and concluded
that the results of view;
• asking about teaching and learning
activities that have been done,
particularly regarding teaching objectives;
establish follow-up and subsequent
exercise.
Teacher professional development is described
as a process embracing all activities that enhance
professional career growth or as formal and informal
experiences throughout the teacher's career (Borko,
2004; Cheng and Wu, 2016).
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Lesson study itself is an activity that consists of
three stages, namely stages of Plan, Do and See. The
first stage is Plan (preparation). In this stage the
teaching teams consisting of three teachers of the
same subject implement Lesson Study activities. At
this stage, they plan of making learning devices,
such as lesson plan, teaching materials, student
worksheets, media learning, and assessment
instruments. It also makes problem identification,
planning and evaluates class to be selected as a pilot
class. The second stage is, Do (implementation), one
team member agrees to become a teacher model,
implementing the learning process in the classroom,
while the other team members are assigned to
observe the learning process and student activities.
In other words, this phase is the implementation
phase, and during the next cycle is an
implementation based on a recommendation.
Furthermore, the third stage is See (reflection),
lesson study team collectively reflect or discuss
based on observations relating to the activities of
learners and the learning process and follow-up. At
this stage is the stage, it is evaluation and review of
the results, as well as on the stage of the next cycle it
observation of the implementation and assessment of
effects of inspection with promptly and objectively
about the real appearance of her teaching (Taib et al.,
2015).
Lesson study itself is an activity that consists of
three stages, namely stages of Plan, Do and See. The
first stage is Plan (preparation). In this stage the
teaching teams consisting of three teachers of the
same subject Based on the needs of teachers through
a regular cycle. This weekly cycle includes planning.
Clinical supervision is a form of professional
guidance based on their needs through a regular
cycle in preparation, careful observation of the
implementation, and assessment of the immediate
and objective feedback on actual performance, to
improve teaching skills and professional attitude of
This research was conducted by two groups of
teachers in middle school in South Sumatera
Indonesia. Each group consists of three teachers.
Besides teachers, the participants of this research are
behavior of ideal instruction becomes increasingly
smaller.
3 METHOD
This study adopted the Research and Development
(R & D) method by Borg and Gall (2002:775-776)
to provide information to the researcher to answer
the research questions, actually there are ten stages,
but in this study, they have been simplified into
three stages. Namely: (1) Initial Investigation, (2)
the development stage, and (3) The testing phase.
This method was chosen because it is a suitable
method for developing and improving the
professionalism of middle school teachers with the
required information thoroughly in the first stage,
which starts with the conduct of the study. In the
second stage, the activities carried out is the model
validation and test of practicality. Validation of the
model is done by experts to pass judgment or
comment on the initial design of the model, this is
done in order to test the feasibility of the resulting
model, while the practicality test done by asking
teachers use the resulting model, and in the third
stage is stage of testing the model, which at this
stage apply in two group i.e., Civics Education
teachers (CE teachers) and Indonesia Language
teachers (IL teachers). In the other words, this
research was conducted by two groups of teachers in
middle school in South Sumatera Indonesia. Each
group consists of three teachers. Besides teachers,
the participants of this research are the principal and
vice principal of the school as Clinical Supervisors.
This research was done to test the feasibility
and effectiveness of the model, by using quasi-
experimental methods to see the effect of the
program.
The data in this study were collected using
documentation, observation, and interview. Besides,
as supporting data, questionnaire and test methods
were also used, documentation was used to collect
lesson plan and other teacher preparation such as
teaching materials, learning media, tests
instruments).
Figure 1: Research and development (R & D) method
Lesson Study and Clinical Supervision: A Model for Improving Teachers Professionalism
99

Figure 2: Simplified research procedures
Observation is used to observe the real-life
contexts in that the teaching occurred in live
classrooms or when implementation of LSCS occurs
starting from pre-cycle to consultation of the teacher
to clinical supervision. The questionnaire is used to
collect data from students about their opinion of
implementation of LS by teachers, last tests method
to know the impact of implementation of LSCS to
their motivation and students achievement. The data
analysis of the lesson plans including learning
materials, learning media, instrument tests which
produced by teachers was an ongoing process from
the first week to eight weeks.
4 RESULTS AND DISCUSSION
Before applying the LSCS, the teachers and
headmaster and researchers as consultants do
training to have the same perception about LSCS.
Then they discuss lesson plan and in which class and
which theme of the curriculum of each course. After
that teachers do a simulation of LSCS, from this
activity, the next step is to determine who will
discuss and is chosen as a model teacher model.The
LS focuses on the numbers of teaching in the first
class of middle school.
This research was conducted by two groups of
teachers in middle school in South Sumatera
Indonesia. Each group consists of three teachers.
Besides teachers, the participants of this research are
the principal and vice principal of the school as
Clinical Supervisors.
Each group of LSCS drafted their first lesson
plan and sent it to the researchers. The researchers
checked each lesson plan and sent annotated
feedback on the lesson plans to the respective LSCS
groups (Step 2 and 3, Table 1). After that researchers
give feedback, then discussed with the researchers in
class sessions or in meeting times outside of class.
Each team (CE teachers and IL teachers) sent a
revised lesson plan to the researchers, and the
feedback and meeting cycle continued until
agreement was reached that the lesson plan was final
revision. This activity occurred again before ‘second
teacing process” (Step 2-8, see Table 1). As part of
the analysis, the researcher annotations were collated,
and the data were organized and treated as four
Competences Based (CB) as stated in curriculum,
each CB consisting of a series of revised lesson
plans. Hence, lesson plans for each group were
examined across time, and the challenges
experienced, and changes made to the lesson plan
were identified.
Results the feasibility and effectiveness of LSCS.
The feasibility and effectiveness of the design
models LSCS have been produced so that it becomes
a model of innovative improvement of professional
teachers, and also it had been done a research trial
conducted by a team of teachers, and the result has
been undertaken dissemination through seminars.
The next LS model is combined with the CS
model. Where the activities that must be performed
after the formation of a team of LS, and LS before
the activity starts, is as Figure 3.
Table1: Implementation Plan of LSCS
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Figure 3: Process of lesson study and clinical supervision
4.1 Plan
Before implementing LSCS, the teachers should be
writing a lesson plan. In the implementation of
learning based on the lesson plans created by
teachers. Lesson plan is to be implemented by
teachers in the focused on learning objectives. Here
is an explanation of the aspects considered in lesson
planning.
Lesson planning instrument consists of 14 items
that assessed aspects:
• Conformity between the basic competencies of
Core Competence (CC) 1, 2, 3, and 4
• Suitability formulation of indicators of
achievement of competencies with indicators of
achievement of competence
• Suitability formulation of learning objectives
with competence achievement indicator
• Conformance with indicators of learning
materials and basic competencies to be achieved
• Clarity and sequence of teaching materials
• Suitability learning strategies (methods and
approaches) with the aim of teaching and
learning materials
• Conformity with the learning strategies
characteristics of the participants and learning
scenarios (step-by-step instructional activities)
with the objective to be achieved
• Learning scenarios (step-by-step instructional
activities)
• The accuracy of the cover in the learning
activities:
o Rate includes aspects of basic competence
of CC 1 - 4, to be achieved
o Conformity assessment techniques with the
indicator learning to be achieved
o Completeness of assessment tools (matter,
the key, the assessment rubric)
o Integration between components in the
lesson plan.
o Rate includes aspects of basic competence
of CC 1 - 4, to be achieved
o Conformity assessment techniques with the
indicator / competencies to be achieved
o Completeness of assessment tools (matter,
the key, the assessment rubric)
o Integration between components in the
lesson plan.
Based on observations in cycles 1-3, from
teachers, all the 14 aspect belong in either category,
namely the aspect of the number 2, 3, 4, 6, 7, 8, 9,
10 and 12. Category well obtaining a score of 4. in
addition, there are four aspects were classified as
less good, namely the aspect of number 1, 5, 11, 13
and 14. Categories unfavorable obtain a score of 3,
so that the total score of 71.
After observation of the lesson plan, the model
teacher and supervisor, and the subsequent
implementation of lesson study is the first clinical
supervision. This activity begins with the application
of clinical supervision by supervisors.
Implementation of clinical supervision done by
supervisors interviewed teachers model consisting of
10 items of questions, such as: on core competencies
and basic competencies and the material being
taught by the teacher models, repairing written that
have been created by teachers is composed of:
creation of enthusiasm and cooperation among
teachers to make learning tools: lesson plans,
teaching materials, using various learning media in
accordance with core competencies, basic
competencies, learning objectives, and teaching
materials, develop student worksheets, assessment
processes and results. lesson plans, teaching
materials, learning scenarios, media learning and
assessment instruments, stages of teaching done by
teachers, that began with the introduction learning
process is pray, making student readiness to learn
with a perception, outlines the objectives, followed
by learning the material linking the core and make
conclusions and closing, the material is difficult to
understand by students there is no. Sixth, the
allegations regarding students' learning difficulties,
no, the seventh, the readiness of teachers to teach,
ready for the teacher began to feel confident to
perform, models and instructional methods used by
teachers is a learning model cooperative learning
and group discussion teaching methods, teachers
using tools help to support the learning process
includes, textbooks, LCD projector and worksheets,
the teacher was not bothered if the supervisors
involved observing this learning process, because it
can learn from this experience.
Lesson Study and Clinical Supervision: A Model for Improving Teachers Professionalism
101

After conducting clinical supervision, the teacher
model and supervisor enter the classroom. The
teachers teaching the subject accordance with lesson
plan and supervisor observed teaching and learning
process. Teachers carry out learning activities
include introductory, core activities and closing
activity.
Figure 4: Teachers competence in writing lesson plan
4.2 Do
Observations to LS conducted by the supervisorsand
teachers (CE teacher in Civic Education teaching
and learning process and IL teacher in Indonesia
Language teaching and learning process). Based on
the comments by The Clinical Supervisor, events
that arise during a lesson, namely, teachers display a
slide that contains learning objectives. Students do
activities such as group discussions and question and
answer. Steps of learning developed relative to one
another starting from the preliminary operations, the
core activity (including writing down the steps
complex procedures that have been determined,
teacher). Then a group of students do a presentation
in front of the class, another group responded. And
teachers provide reinforcement. Teachers with
students concluded learning, as well as the closing
activities.
Teachers teaching materials developed following
the level of ability of learners at the high school
level. Learners use the knowledge to understand the
concept of a new beginning. The questions asked
teachers can encourage or facilitate the thinking of
learners. The idea of learners appreciated and is
associated with the material being studied, in this
case, the teacher to respond to the answers of the
students related to learning materials text complex
procedures. The conclusion forward based on the
opinions of learners through the results of the
discussion groups. The findings that has been filed
by the purpose of learning. Teacher gives
reinforcement learning achievement of students
during the teaching with the teacher to give praise to
the students who answered correctly.
In the process of learning, in addition to teachers
are also learners as subjects of study. Based on the
observations of all learners to concentrate from the
start and as a core activity, learners are learning to
follow because there are interesting phenomena
presented by the teacher. Learners concentrate
demonstrated through their actual ask questions,
express opinions paying attention.
Figure 5: Teachers competence in teaching and learning
process
4.3 See
See is stand for the word reflection. This stage is
done as soon as the teacher has finished teaching. In
the other words, reflection activities performed
immediately after the teacher has done the learning
process, denotes the way the teacher is used to
convey something related to things that have become
weaknesses or good ones. The teacher conveys their
experience during the learning process to the
consultant and observer about what their feel is good
and not good. In addition, the teachers also
conveyed about what in accordance and not in
accordance with their planned in the lesson plan.
Clinical supervision is intended to determine the
deficiencies in the current activity. In the clinical
supervision, supervisor, consultant and teacher
models discuss issues that have been agreed to be
solved in this activity. The model teacher has carried
out learning activities following the plan that has
been prepared by consultative. Some weaknesses
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made by the model teacher, by consultants, have
been discussed with the modeling teacher and the
observer teacher. Moreover, the observer, consultant
conveys information about the decisions and results
with the next lesson plan.
Based on the results of the teacher model report
in this activity, they stated that they felt more
confident in teaching, because before carrying out
the learning process they conveyed to the
consultants and observers and had been briefed on
things that had strengths and weaknesses in the
previous learning process, so they felt better and
better, which they had never done before. This result
is similar to Khokhovta (2018), that lesson study is a
growing phenomenon in Kazakhstan which has a
great potential to make a positive impact on
teachers’ learning, knowledge sharing, and
collegiality as well as to become a powerful tool to
help teachers overcome collaboratively.
Next, the supervisor gave alternative solutions
for the teachers. From the description and analysis
above it can be seen that through lesson study and
clinical supervision (LSCS) the model can develop
teacher professionalism, because all activities
carried out are a series of actions that reflect the
work of the teacher professionally. Teachers are
more confident in planning learning activities
because they can consult with supervisors and peers,
teachers also feel more confident in carrying out
them because they have been prepared carefully, and
the teacher is also satisfied with the results because
consultants with friends do every lesson through
clinical supervision. As mentioned above, activities
that can improve teacher professionalism include
implementing lesson-based learning and teachers
professional training.
The Plan, Do, and See the stage is a cycle, which
is often also explained in several details. Weeks &
Stepanek (2001) details the lesson study cycle into
eight steps, namely focusing, planning, teaching the
lesson, reflecting and evaluating, revising, teaching
the revised lesson, reflecting and evaluating, and
sharing results. As for Allen et al. (2004) detail the
lesson study cycle into five stages, namely goal,
setting, lesson selection, and planning, teaching the
lesson with peer observation, debriefing the
experience and consolidation of learning. All of
them are in principle. the same, namely the
collaboration and cooperation of the teachers.
This makes the lesson study recognized as a
process that is consistently effective in developing
the professionalism of some teachers in the United
States. If the principles of lesson study are carried
out systemically and sustainability, it is possible to
have an impact on increasing teacher
professionalism, which in the end is expected to
improve the quality of education.
Based on the results of this study through quasi-
experimental methods to see the effect of this
program, the validation of experts, and its
implementation, it can be seen starting from the
competence of the teacher in making learning
planning (lesson plans including choosing student-
centered learning models, creating and using
learning media, and making assessment instruments)
and in implementing learning (CE and IL subject)
(see figure 4 and 5). So it’s clear that Lesson Study
and Clinical Supervision (LSCS) have feasibility
and effectiveness to improve teacher professionalism.
That can be seen from the increase in teacher
competence, especially in designing and
implementing learning; and from the significant
difference in students achievement before LSCS i.e
in pre-cycle and after LSCS done (first cycle till
fourth cycle) between the average results of the
initial test and the final test of the students during
the trial conducted.
Increasing the professionalism of teachers
through the application of LSCS has an impact on
the achievement of student learning outcomes. This
can be seen from the increase in student learning
outcomes before the implementation of LSCS (in the
pre-cycle stage) and after the application of LSCS
(in the cycle 1 to the fourth stage) (see figure 6).
Figure 6: Students achivements before (pre cycle) and
after LSCS (1
st
cycle – 4
th
cycle).
Moreover, to find out the opinions of students
every after the learning process that they have
carried out or the effectiveness of CE learning and
IL through LSCS activities, students are asked to fill
out a questionnaire. There are five questions, the
first question: is today's learning interesting? All
Lesson Study and Clinical Supervision: A Model for Improving Teachers Professionalism
103

students answer yes, for reasons because learning
methods and learning models attract students'
interest in learning and students can express their
opinions. The second question, what did you get
from learning today? Most of the students answered
the lessons learned today, namely students could
understand the material of Civic Education and
Indonesia language learning material more clearly.
The third question, what should be improved in
learning today? Most students answer what must be
improved in today's learning, namely learning time
should be longer, especially in the debate process so
that students can express their arguments. The fourth
question, what should not be done in today's
learning? Most students answer that should not be
done in today's learning is to take action outside the
context of the lesson. The fifth question, the advice
given for learning, most of the students answered
that the learning time could be added because they
felt the learning of PPKn and Indonesian at this time
was very pleasant.
5 CONCLUSION
Based on the results of the study, it can be concluded
that Lesson Study and Clinical Supervision (LSCS)
have the feasibility and effectiveness to improve
teacher professionalism.
All activities carried out by the teacher at LSCS
are the responsibility of the teacher. Starting from
making plans, implementing and evaluating. In
addition, with this model, there are many benefits to
be gained, such as the creation of enthusiasm and
cooperation among teachers to make learning tools:
lesson plans, teaching materials, using various
learning media in accordance with core
competencies, basic competencies, learning
objectives, and teaching materials, develop student
worksheets, assessment processes and results. In
addition, the implementation of LSCS has also
increased teachers' social skills; This is evident from
the good relationship and close collaboration of the
teacher to develop and produce learning on the road
to achieving goals, giving teachers the opportunity
to solve learning problems together. Also, there are
improvements and changes in several ways,
especially the increase in teacher knowledge about
teaching materials and learning. Increasing the
professionalism of teachers through the application
of LSCS has an impact on the achievement of
student learning outcomes.
ACKNOWLEDGEMENTS
The authors would like to acknowledge the support
of provided competitive grants research funded by
Directorate General of Higher Education, 2015.
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