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References
- Amador, J. M., Rogers, M. A. P., Hudson, R., Phillips, A., Carter, I., Galindo, E., & Akerson, V. L. (2022). Novice teachers’ pedagogical content knowledge for planning and implementing mathematics and science lessons. Teaching and Teacher Education, 115, 103736. https://doi.org/10.1016/j.tate.2022.103736
- Asari, S. (2017). Sharing and jumping task in collaborative teaching learning process. Didaktika: Jurnal Pemikiran Pendidikan, 23(2), 184-188. https://doi.org/10.30587/didaktika.v23i2.28.
- Bakker, A. (2018). Design Research in Education. In Design Research in Education. https://doi.org/10.4324/9780203701010
- Bakker, C., de Glopper, K., & de Vries, S. (2022). Noticing as reasoning in Lesson Study teams in initial teacher education. Teaching and Teacher Education, 113, 103656. https://doi.org/10.1016/j.tate.2022.103656
- Carmona-Medeiro, E., Antequera-Barroso, J. A., & Domingo, J. M. C. (2021). Future teachers' perception of the usefulness of SketchUp for understanding the space and geometry domain. Heliyon, 7(10), e08206. https://doi.org/10.1016/j.heliyon.2021.e08206
- de Vries, J. A., Dimosthenous, A., Schildkamp, K., & Visscher, A. J. (2022). The impact on student achievement of an assessment for learning teacher professional development program. Studies in Educational Evaluation, 74, 101184. https://doi.org/10.1016/j.stueduc.2022.101184
- Gargrish, S., Mantri, A., & Kaur, D. P. (2020). Augmented reality-based learning environment to enhance teaching-learning experience in geometry education. Procedia Computer Science, 172, 1039-1046. 10.1016/j.procs.2020.05.152
- Giannakidou, E., Gioftsali, K., & Tzioras, E. (2013). The reflective action of prospective teachers when implementing an appied version of the lesson study model. Hellenic Journal of Research in Education, 1, 30-58. http://ejournals.epublishing.ekt.gr/index.php/hjre/article/view/8791/9012.
- Gravemeijer, K., & Cobb, P. (2013). Educational Design Research. Netherlands Institute for Curriculum Development: SLO, 1–206. http://www.eric.ed.gov/ERICWebPortal/recordDetail?accno=EJ815766
- Guskeys, T.R. (2016). Gauge impact with 5 levels of data. JSD The Learning Forward Journal, 37(1), 32-37.
- Kayange, J. J., & Msiska, M. (2016). Teacher education in China: Training teachers for the 21 st century. www.tojned.net
- Kager, K., Jurczok, A., Bolli, S., & Vock, M. (2022). “We were thinking too much like adults”: Examining the development of teachers’ critical and collaborative reflection in lesson study discussions. Teaching and Teacher Education, 113, 103683. https://doi.org/10.1016/j.tate.2022.103683
- Khotimah, R. P. (2017). Pakom pelatihan dan pendampingan penyusunan perangkat pembelajaran matematika berbasis lesson study [Pakom training and assistance in the preparation of lesson study-based mathematics learning tools]. Warta LPM, 20(1), 24–31. https://doi.org/10.23917/warta.v19i3.2854
- Lahdenperä, J., Rämö, J., & Postareff, L. (2022). Student-centred learning environments supporting undergraduate mathematics students to apply regulated learning: A mixed-methods approach. The Journal of Mathematical Behavior, 66, 100949. https://doi.org/10.1016/j.jmathb.2022.100949
- Moser, M., Zimmermann, M., Pauli, C., Reusser, K., & Wischgoll, A. (2022). Student's vocal participation trajectories in whole-class discussions during teacher professional development. Learning, Culture and Social Interaction, 34, 100633
- Mulbar, U., Minggi, I., & Zaki, A. (2020). Meningkatkan kompetensi profesional guru dengan pelatihan pembelajaran matematika realistik [Improving the professional competence of teachers with realistic mathematics learning training]. Dedikasi, 22(1), 85–89. https://doi.org/10.26858/dedikasi.v22i1.13828
- Ndihokubwayo, K., Byukusenge, C., Byusa, E., Habiyaremye, H. T., Mbonyiryivuze, A., & Mukagihana, J. (2022). Lesson plan analysis protocol (LPAP): A useful tool for researchers and educational evaluators. Heliyon, 8(1), e08730. https://doi.org/10.1016/j.heliyon.2022.e08730
- OECD. (2019). PISA 2018 Results (Volume I): Vol. I. https://doi.org/10.1787/5f07c754-en
- Ogegbo, A. A., Gaigher, E., & Salagaram, T. (2019). Benefits and challenges of lesson study: A case of teaching physical sciences in South Africa. South African Journal of Education, 39(1), 1–9. https://doi.org/10.15700/saje.v39n1a1680
- Podkhodova, N., Snegurova, V., Stefanova, N., Triapitsyna, A., & Pisareva, S. (2020). Assessment of mathematics teachers’ professional competence. Journal on Mathematics Education, 11(3), 477–500. https://doi.org/10.22342/jme.11.3.11848.477-500
- Robutti, O., Cusi, A., Clark-Wilson, A., Jaworski, B., Chapman, O., Esteley, C., Goos, M., Isoda, M., & Joubert, M. (2016). ICME international survey on teachers working and learning through collaboration: June 2016. ZDM - Mathematics Education, 48(5), 651-690. https://doi.org/10.1007/s11858-016-0797-5
- Rusiyanti, R. H., Zulkardi, Z., & Putri, R. I. I. (2020). The 3P model with lesson study for learning community (LSLC) in the professional development of mathematics teachers on three-dimensional shape material. Journal of Physics: Conference Series, 1663(1), 012026. https://doi.org/10.1088/1742-6596/1663/1/012026
- Samuelsson, M., Samuelsson, J., & Thorsten, A. (2022). Simulation training-a boost for pre-service teachers’ efficacy beliefs. Computers and Education Open, 3, 100074.
- Sato, M. (2014a). Dialog dan Kolaborasi Sekolah Menengah: Sebuah Praktek Komunitas Belajar [Middle School Dialogue and Collaboration: A Learning Community Practice]. Jakarta: Pelita-JICA.
- Sato, M. (2014b). Mereformasi Sekolah: Konsep dan Praktek Komunitas Belajar [Reforming Schools: The Concept and Practice of Community Learning]. Jakarta: Pelita-JICA
- Soleas, E. K. (2022). Conditional knowledge and debugging strategies help overcome creative endeavours’ costs: Can we use successful innovators’ tactics for innovation education?. Journal of Creativity, 100028. https://doi.org/10.1016/j.yjoc.2022.100028
- Wulandari, M. R., & Iriani, A. (2018). Pengembangan modul pelatihan pedagogical content knowledge (PCK) dalam meningkatkan kompetensi profesional dan kompetensi pedagogik guru matematika SMP [Developing pedagogical content knowledge (PCK) training modules in improving professional competence and pedagogic competence of middle school mathematics teachers]. Kelola: Jurnal Manajemen Pendidikan, 5(2), 177–189. https://doi.org/10.24246/j.jk.2018.v5.i2.p177-189
- Zulkardi. (2002). Developing a learning environment on realistic mathematics education for indonesian student teacher. Doctoral Dissertation. Enschede: University of Twente.
References
Amador, J. M., Rogers, M. A. P., Hudson, R., Phillips, A., Carter, I., Galindo, E., & Akerson, V. L. (2022). Novice teachers’ pedagogical content knowledge for planning and implementing mathematics and science lessons. Teaching and Teacher Education, 115, 103736. https://doi.org/10.1016/j.tate.2022.103736
Asari, S. (2017). Sharing and jumping task in collaborative teaching learning process. Didaktika: Jurnal Pemikiran Pendidikan, 23(2), 184-188. https://doi.org/10.30587/didaktika.v23i2.28.
Bakker, A. (2018). Design Research in Education. In Design Research in Education. https://doi.org/10.4324/9780203701010
Bakker, C., de Glopper, K., & de Vries, S. (2022). Noticing as reasoning in Lesson Study teams in initial teacher education. Teaching and Teacher Education, 113, 103656. https://doi.org/10.1016/j.tate.2022.103656
Carmona-Medeiro, E., Antequera-Barroso, J. A., & Domingo, J. M. C. (2021). Future teachers' perception of the usefulness of SketchUp for understanding the space and geometry domain. Heliyon, 7(10), e08206. https://doi.org/10.1016/j.heliyon.2021.e08206
de Vries, J. A., Dimosthenous, A., Schildkamp, K., & Visscher, A. J. (2022). The impact on student achievement of an assessment for learning teacher professional development program. Studies in Educational Evaluation, 74, 101184. https://doi.org/10.1016/j.stueduc.2022.101184
Gargrish, S., Mantri, A., & Kaur, D. P. (2020). Augmented reality-based learning environment to enhance teaching-learning experience in geometry education. Procedia Computer Science, 172, 1039-1046. 10.1016/j.procs.2020.05.152
Giannakidou, E., Gioftsali, K., & Tzioras, E. (2013). The reflective action of prospective teachers when implementing an appied version of the lesson study model. Hellenic Journal of Research in Education, 1, 30-58. http://ejournals.epublishing.ekt.gr/index.php/hjre/article/view/8791/9012.
Gravemeijer, K., & Cobb, P. (2013). Educational Design Research. Netherlands Institute for Curriculum Development: SLO, 1–206. http://www.eric.ed.gov/ERICWebPortal/recordDetail?accno=EJ815766
Guskeys, T.R. (2016). Gauge impact with 5 levels of data. JSD The Learning Forward Journal, 37(1), 32-37.
Kayange, J. J., & Msiska, M. (2016). Teacher education in China: Training teachers for the 21 st century. www.tojned.net
Kager, K., Jurczok, A., Bolli, S., & Vock, M. (2022). “We were thinking too much like adults”: Examining the development of teachers’ critical and collaborative reflection in lesson study discussions. Teaching and Teacher Education, 113, 103683. https://doi.org/10.1016/j.tate.2022.103683
Khotimah, R. P. (2017). Pakom pelatihan dan pendampingan penyusunan perangkat pembelajaran matematika berbasis lesson study [Pakom training and assistance in the preparation of lesson study-based mathematics learning tools]. Warta LPM, 20(1), 24–31. https://doi.org/10.23917/warta.v19i3.2854
Lahdenperä, J., Rämö, J., & Postareff, L. (2022). Student-centred learning environments supporting undergraduate mathematics students to apply regulated learning: A mixed-methods approach. The Journal of Mathematical Behavior, 66, 100949. https://doi.org/10.1016/j.jmathb.2022.100949
Moser, M., Zimmermann, M., Pauli, C., Reusser, K., & Wischgoll, A. (2022). Student's vocal participation trajectories in whole-class discussions during teacher professional development. Learning, Culture and Social Interaction, 34, 100633
Mulbar, U., Minggi, I., & Zaki, A. (2020). Meningkatkan kompetensi profesional guru dengan pelatihan pembelajaran matematika realistik [Improving the professional competence of teachers with realistic mathematics learning training]. Dedikasi, 22(1), 85–89. https://doi.org/10.26858/dedikasi.v22i1.13828
Ndihokubwayo, K., Byukusenge, C., Byusa, E., Habiyaremye, H. T., Mbonyiryivuze, A., & Mukagihana, J. (2022). Lesson plan analysis protocol (LPAP): A useful tool for researchers and educational evaluators. Heliyon, 8(1), e08730. https://doi.org/10.1016/j.heliyon.2022.e08730
OECD. (2019). PISA 2018 Results (Volume I): Vol. I. https://doi.org/10.1787/5f07c754-en
Ogegbo, A. A., Gaigher, E., & Salagaram, T. (2019). Benefits and challenges of lesson study: A case of teaching physical sciences in South Africa. South African Journal of Education, 39(1), 1–9. https://doi.org/10.15700/saje.v39n1a1680
Podkhodova, N., Snegurova, V., Stefanova, N., Triapitsyna, A., & Pisareva, S. (2020). Assessment of mathematics teachers’ professional competence. Journal on Mathematics Education, 11(3), 477–500. https://doi.org/10.22342/jme.11.3.11848.477-500
Robutti, O., Cusi, A., Clark-Wilson, A., Jaworski, B., Chapman, O., Esteley, C., Goos, M., Isoda, M., & Joubert, M. (2016). ICME international survey on teachers working and learning through collaboration: June 2016. ZDM - Mathematics Education, 48(5), 651-690. https://doi.org/10.1007/s11858-016-0797-5
Rusiyanti, R. H., Zulkardi, Z., & Putri, R. I. I. (2020). The 3P model with lesson study for learning community (LSLC) in the professional development of mathematics teachers on three-dimensional shape material. Journal of Physics: Conference Series, 1663(1), 012026. https://doi.org/10.1088/1742-6596/1663/1/012026
Samuelsson, M., Samuelsson, J., & Thorsten, A. (2022). Simulation training-a boost for pre-service teachers’ efficacy beliefs. Computers and Education Open, 3, 100074.
Sato, M. (2014a). Dialog dan Kolaborasi Sekolah Menengah: Sebuah Praktek Komunitas Belajar [Middle School Dialogue and Collaboration: A Learning Community Practice]. Jakarta: Pelita-JICA.
Sato, M. (2014b). Mereformasi Sekolah: Konsep dan Praktek Komunitas Belajar [Reforming Schools: The Concept and Practice of Community Learning]. Jakarta: Pelita-JICA
Soleas, E. K. (2022). Conditional knowledge and debugging strategies help overcome creative endeavours’ costs: Can we use successful innovators’ tactics for innovation education?. Journal of Creativity, 100028. https://doi.org/10.1016/j.yjoc.2022.100028
Wulandari, M. R., & Iriani, A. (2018). Pengembangan modul pelatihan pedagogical content knowledge (PCK) dalam meningkatkan kompetensi profesional dan kompetensi pedagogik guru matematika SMP [Developing pedagogical content knowledge (PCK) training modules in improving professional competence and pedagogic competence of middle school mathematics teachers]. Kelola: Jurnal Manajemen Pendidikan, 5(2), 177–189. https://doi.org/10.24246/j.jk.2018.v5.i2.p177-189
Zulkardi. (2002). Developing a learning environment on realistic mathematics education for indonesian student teacher. Doctoral Dissertation. Enschede: University of Twente.