Delta-Phi: Jurnal Pendidikan Matematika, vol. 1, pp. 41–45, 2023
Received 22 Feb 2023 / published 30 Apr 2023
https://doi.org/10.61650/dpjpm.v1i1.76

Plan – Do – See: Lesson Study-Based
Differentiated Learning in Middle
Schools
Andika Setyo Budi Lestari1, Anton Wahyono2, Yavuz Erdem Akkuşci3, Purwanto 4, Khoirul Anas5,
Yessi Nurmalasari6, Rachma Bibi7, and Mohamad Yunus8
1. Universitas PGRI Wiranegara Pasuruan, East Java, Indonesia
2. SMP Yadika Bangil, East Java, Indonesia
3. Muş Alparslan Üniversitesi, Türkiye
4. SMP Yadika Bangil, East Java, Indonesia
5. SMP Yadika Bangil, East Java, Indonesia
6. SMP Yadika Bangil, East Java, Indonesia
7. SMP Yadika Bangil, East Java, Indonesia
8. MA Ma’arif Bangil, East Java, Indonesia
E-mail correspondence to: andikalestari123@gmail.com

Abstract
The Covid-19 pandemic hit almost all parts of the world, including
Indonesia. It has been almost two years since the pandemic hit, impacting
various sectors, including education. During the pandemic, learning was
carried out online and felt less effective. Various government efforts have
been made for faster recovery, especially in education. One of the
government's efforts is through the KDS program (Lecturer-Teacher
Partnership in Schools) through Lesson Study activities. This study aims to
see the implementation of a Lesson Study carried out together with junior
high school teachers in partner schools. Through KDS (Lecturer-Teacher
Partnership in School) activities by implementing Lesson study, compiling
and implementing differentiated learning. The research method used is the
descriptive qualitative method. The subjects of this research were students
of SMP. Lesson Study stages, namely planning (Plan), implementation (Do),
and reflection (See), which are carried out with lecturers as facilitators and
teachers in partner schools as model teachers and observers, have been
carried out correctly by Lesson Study guidelines and the learning objectives
can be achieved planned. The results of research conducted through
Lesson Study conducted with teachers in schools by implementing
differentiated learning of student learning outcomes are mostly complete.

Keywords: Lesson Study; Post Covid; Differentiated Learning.

Introduction
The Covid-19 pandemic has significantly impacted various sectors
(Farhin et al., 2023; Humaidi et al., 2022; N. D. Safitri, 2023). The impact
on the education sector results in the learning process taking place
online. Ready or not ready for online learning by utilising technology?
Online learning has several negative impacts, including the absence of

direct interaction and communication (Bird et al., 2022; Defina &
Rizkillah, 2021; Lestari et al. et al., 2021; Owusu_Fordjour et al., 2020).
This causes students to be unfamiliar with direct collaboration and
communication activities. Students' study habits during a pandemic
differ from in-person learning activities (Beveridge et al., 2021; Weber,
2021; Yim & Gomez, 2021). When learning activities are carried out
offline, there needs to be habituation and adaptation again.
Learning activities are essentially structured activities and
interactions where there is involvement between learning subjects,
namely students, instructors, namely lecturers, learning tools (Bergsten
& Frejd, 2019; MM Effendi et al., 2022; Rizki et al., 2022), and the
surrounding environment (as learning resources) as an effort to achieve
learning goals. After the pandemic, learning activities were carried out
offline, so the adaptation was needed not only by students but also by
teachers (Aristovnik et al., 2020; Dutta & Smita, 2020; Kaninjing et al.,
2021; Lestari et al. et al., 2021). For the learning objectives to be
achieved, it is necessary to choose good strategies, methods, models,
media and learning resources. In addition, student activity can also be
used as a benchmark in learning activities (Hasanah et al., 2022; ND
Safitri et al., 2023). Learning is a process or practice activity (Astuti et al.,
2023; Setiawan & Waluyo, 2023). Student experience in learning can be
built through active interaction activities with fellow students (Farida et
al., 2023; E. Safitri et al., 2023), teachers, teaching materials and the
surrounding environment. Students do not immediately own
knowledge, skills, and attitudes in learning, but students need to
manage them initiatively (W. P. Lestari et al., 2023; Mustakim et al.,
2023; Pratama et al., 2023). The teacher acts as a facilitator; it can also
be a source of learning, but students must be able to maximise the
facilities provided and manage and understand various information
based on their abilities.

© 2023 Lestari et al (s). This is an open-access article licensed under the Creative Commons Attribution License 4.0.
(http://creativecommons.org/licenses/by/4.0/).

Lestari et al.: Plan – Do - See... Delta-Phi: Jurnal Pendidikan Matematika, 1, 41-45, 2023

To understand and manage various information, each student has
different abilities, so it is necessary to facilitate student learning
activities in the form of differentiated learning activities (Choirudin et
al., 2021; Triono et al., 2023; Wijaya & Darmayanti, 2023).
Differentiated learning is an effort to meet and adapt to the learning
needs of different students in class (Kamal, 2021; Septa et al., 2022;
Suwartiningsih, 2021). Differentiated learning does not mean that the
teacher has to meet the needs of each student (Arif et al., 2022; Sah et
al., 2022; Sari et al., 2023). However, the teacher uses various learning
approaches so that they are suitable or close to the learning styles
possessed by students.
Differentiated learning in class can be done through particular.
There are three differentiation learning strategies: content, process,
and product (Herwina, 2021; Kamal, 2021). Content differentiation is
what we teach students. Process differentiation is how we convey it to
students, and product differentiation is what tasks or final results we
ask of students. In addition to these three strategies, several things are
needed and can support them, including the environment, teacher and
student readiness, and shared commitment. To realise differentiated
learning activities (Fauza et al., 2022; Sekaryanti et al., 2022) through
the KDS program (Lecturer Partnership with teachers at school)
through Lesson Study activities, jointly and collaboratively arrange
differentiated learning activities.
Lesson Study activities are activities carried out jointly with
colleagues with the same goal, namely to design learning so that
students gain a good understanding of the learning process and build
new knowledge and knowledge together through exchanging opinions
and information (Ningrum et al., 2020; Suwartono et al., 2022;
Tanujaya & Mumu, 2020). Lesson Study has three stages, namely
planning (plan), implementation (do), and reflection (see). All stages of
Lesson Study are carried out together, where success and failure are a
shared responsibility, not the responsibility of the model teacher,
whose role is to present the plans made.
One form of collaborative activities with teachers to improve the
quality of learning is through Lesson Study. Through Lesson Study,
school learning can increase (Juano & Ntelok, 2019; Kongthip et al.,
2012; Tanujaya & Mumu, 2020). After the pandemic, the government
is trying to speed up recovery, including education. Through KDS
activities with Lesson Study, it is expected to be able to contribute and
have a positive impact. Previous research has not explicitly examined
differentiation learning. The research aimed to determine the
implementation of Lesson Study to design differentiated learning in
junior high schools.

Results and Discussion
Lesson Study activities are carried out through three stages, namely
planning (plan), implementation (do), and reflection (see). All stages in
lesson study cannot be carried out independently but must be carried
out in collaboration with colleagues. Before starting the activity, a
mutual agreement was made that when conducting an open class, the
success and failure or discrepancy between plan and implementation is
a shared responsibility, not the responsibility and burden of the model
teacher. In addition, it was also agreed that when carrying out
observation activities, the focus of attention was on students, not model
teachers, so the reflections carried out did not corner the model teacher
but looked at student activities.
Plan, do, see activities are carried out for each subject. At the
planning stage (Plan): Develop an innovative learning design with a
group of teachers through differentiated learning. At the
implementation/open class stage (Do): Open class and observe learning.
All partner teachers participate and are willing to become model
teachers who conduct open classes. Reflection stage (See): Reflecting on
evidence of student learning findings and their relation to learning
objectives and suggestions for improvement, namely redesign: using
suggestions and improving learning as material for preparing for further
learning.
The first cycle was carried out in the science class, which later
opened the class in the 7th grade girls. Class 7 girls totalled 20 students,
and the material studied was the Form of Substance. The learning that
will be carried out is designed with differentiation learning. The learning
objectives stated that students can explain the differences in the states
of particles in solids, liquids and gases. Only some students understand
the first learning objectives in experimental and discussion activities. In
achieving these learning objectives, students who study in groups carry
outpouring and placing various objects and their forms in different
containers. Students observe what objects change and do not change
according to the container or place.
In this activity, what students did in almost all groups was mixing
various objects, especially objects that were liquid and had a soft
texture, in one container. This shows the student's lack of understanding
in following the instructions in the LKPD and the model teacher's
explanation. The second activity to achieve the first learning objective is
observing the syringe where the needle has been taken. Only the syringe
and piston are left. This experimental activity was to observe the
compressibility properties of three forms of objects, and students
succeeded in drawing the correct conclusions. All groups correctly
answered the compressibility property of the three different states of
matter. Solids, sequentially liquids and gases possess the greatest
compressibility.
The second learning objective is to describe diffusion events in
liquids and gases in everyday life. For the second learning objective,
students were given an explanation in advance about the definition of
diffusion, then sprayed perfume over the room, after which students
were asked to observe how the smell of perfume could reach the
students' noses. The second learning objective has been achieved, as
evidenced by students explaining how their noses can smell students'
perfume at a certain distance from where they spray perfume. The third
learning objective is to describe the particles of each state of matter:
solid, liquid, and gas. Students are still confused about how to describe
the third particle of the shape object's shape model. The teacher reexplains, starting from the beginning, the properties of solids seen from
changes in shape based on the container, compressibility, and diffusion
properties. However, students still do not understand. Only two children
could understand how to describe the shape of the third particle of
matter.

Research Methode
The research method used in this research is descriptive qualitative
research. The model teachers in the open class are the Mathematics,
Science, and PAI teachers at SMP Yadika Bangil, who take turns acting
as model teachers. This activity has 5 (five) teachers and 1 (one)
lecturer. Open classes will be held at Yadika Bangil Middle School from
September to November 2022.
The stages of the research that will be carried out are by the flow
or stages of the Lesson Study (Sukmawati et al., 2021), which is to start
planning (Plan) (Izzah & Qohar, 2020; Sah et al., 2023; Sugianto et al.,
2017; Sumarni et al., 2021). At the planning or plan stage, lesson plans,
media, LKPD and student evaluation are prepared. After preparing the
plan, an open class (do) activity was carried out by one of the teachers
acting as a model teacher. When the model teacher conducts an open
class, other teachers observe student learning activities. Then, a reflex
(see) is carried out based on the results of observations when the open
class is implemented. Data analysis is done through data reduction,
presentation and conclusion (Abdussamad, 2021).

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Lestari et al.: Plan – Do - See... Delta-Phi: Jurnal Pendidikan Matematika, 1, 41-45, 2023
After reflecting and making conclusions, the model teacher
provides material reinforcement for the properties of solids, liquids,
and gases, gives examples of objects, and asks students to imagine each
example of the objects mentioned. Finally, students can understand
the shape of the third particle of matter. Then, students can
independently describe the shapes of solid, liquid, and gas particles.
With Lesson study, we learn about student activities during learning:
students who learn and have learning difficulties. Observers from
teacher friends help model teachers find students with learning
difficulties. Cooperative learning makes it easier for students to
understand and find meaningful learning in the material properties of
solids, liquids, and gases.
The second cycle was carried out for mathematics subjects. Stages
of planning (plan) Partner teachers and lecturers discuss to determine
teaching materials and learning strategies appropriate to the first plan.
Differentiated cooperative learning is the best choice considering the
need for students to learn to work together and the presentation of
different learning needs among students. In the second plan, the model
teacher presented the design of the Mathematics learning device (RPP)
according to the first plan. Partner lecturers and teachers provide input
for improvement so the lesson plans presented become joint works of
partner teachers and lecturers to be presented to students. The
learning media used are laptops, LCDs, PowerPoint Slide Shows,
books/reference materials, Student Worksheets (LKPD), whiteboards,
and markers.
The learning model used is problem-based learning and discovery
learning with a scientific approach. At the beginning of the learning
activity, students are divided into groups with diverse abilities in the
hope that there will be collaboration between members. Starting from
the prepared LKPD, students collaborate to complete it. By
collaborating, students observe, ask, try and process data. LKPD is to
guide students to find conclusions according to learning objectives.
Submission of apperception at the beginning, the formation of groups,
and the distribution of worksheets affect the classroom management
model during learning. As a facilitator, the teacher guides each group
to ensure a learning process and mutual collaboration between group
members. Henceforth, in the presentation session of group discussion
results, the teacher manages the class by acting as a moderator during
the presentation, up to the reinforcement of the material.
Furthermore, the teacher conducts an open class (do) beginning
with opening learning activities with greetings and prayers led by
students to train students' leadership and religious spirit and remind
them of the previous material that has been studied, namely
exponential numbers, then relating it to the topic to be studied, namely
finding the definition of exponential numbers. Displays daily facts in
dividing single-celled animals and the volume of a cube-shaped
aquarium and its relationship to the learning objectives to be achieved.
In this session, the students' enthusiasm began to learn more about the
material related to the facts presented.
After conducting the open class, reflection was then carried out.
Based on the observer's observations, several facts were found that
several group members could not work together with group
members—waiting for the results of his friend's work. It was also found
that several group members who did not follow the steps for working
on the LKPD for a week found themselves confused and completed the
LKPD and practice questions. Students feel impatient and immediately
work on practice questions and eventually encounter difficulties. So,
the role of the teacher becomes essential to be a good facilitator. In
addition, it was also found that some students did not pay attention to
their friends during the presentation. So, it is essential to pay attention
to the layout of the LCD or the display media for the results of group
discussions so that all students can pay attention. No less important is
the teacher's instructions as a moderator to condition students to pay
attention to their friends during presentations. So some of the

suggestions given are names of students who need special attention,
which needs to be applied to a different learning model (differentiation)
to achieve learning mastery—also technical matters such as the location
of learning media, table setting and others.
The next cycle is on Arabic language subjects. At the planning stage
(Plan), discussion activities are carried out with partner teachers and
lecturers to determine the best learning strategy that might be
implemented, starting with the presentation of Arabic teaching tools so
that some constructive input is obtained which was not previously
thought of by the model teacher to add treasures and learning strategies
by made some changes or modifications, such as in LKPD, where at first
individuals were made into groups considering that Arabic lessons were
limited to 1 lesson hour (40 minutes).
In implementing open classes (do), learning Arabic can be carried out
according to a predetermined schedule. There is a minor obstacle in that
some students have not changed their uniforms after the sports subject,
given the limited time, students are allowed to take part in lessons
wearing sports costumes. In the division of groups, some groups are less
balanced, especially in numbers, although it does not significantly affect
group work results. The number of group members is considered too
large, so some students are passive because they cannot access the
media provided because of the limited number. In the joint reflection
activity between model teachers, observers and partner lecturers, many
necessary inputs could be used to improve learning Arabic in the future.
In collaboration with colleagues through lesson study, there is
interaction and communication, so there is input, suggestions, and
improvements from differentiated learning plans (Sekaryanti et al.,
2023; Sugianto, Cholily, et al., 2022). Differentiated learning is made in
terms of content differentiation in the form of audio, video and practical
presentation of material—process differentiation is students' freedom
to complete the tasks given and the products produced. Not only do
they plan together, but when other lecturers observe how students
learn, this can help the model teacher to know in detail about students
who are learning and who have not studied. Observations when open
classes are focused on students so that model teachers do not feel
judged because the implementation of learning in class is the shared
responsibility of all teachers who make joint plans (Khoiriyah et al.,
2022; Sugianto, Darmayanti et al., 2022; Vidyastuti et al., 2022). Based
on the results of the observer's observations, most of the students were
excited to take part in the learning being carried out. This shows that
lesson study can improve the quality of learning (Juano & Ntelok, 2019;
Kongthip et al., 2012; Tanujaya & Mumu, 2020).
Based on the results of the evaluation and reflection carried out at
the end of the lesson, data was obtained from the evaluation that 85%
of students had completed and the learning objectives had been
achieved. This shows that differentiated learning has a positive impact,
but compiling and implementing differentiated learning is not easy and
instantaneous. It requires a mature process and thought, so one of the
solutions offered is through LSLC (lesson study for learning community).
It can be done jointly and collaboratively to plan learning.

Conclusion
Collaborative activities carried out by lecturers and teachers are
packaged as lesson study (LS) activities. The stages carried out include
planning activities (plan), carrying out open class/ do (class) and
observation and reflection (see). Lesson study (LS) activities have a
positive impact on learning. Through lesson study (LS) activities,
teachers can improve competence, incredibly professional and
pedagogical competencies, which are very important in improving the
quality of education in schools. Lecturer and teacher collaboration will
be able to develop more meaningful learning in improving Higher Order
Thinking Skills (HOTS) and students' 4Cs skills. Through lesson study,
teachers and lecturers collaborate in planning, implementing and
reflecting on learning activities with differentiation. In general, students

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that is carried out can be achieved. The research being conducted is
still limited to junior high school students in one of the private schools,
for further research can be carried out at the high school or tertiary
level and can develop LS (lesson study) to become LSLC (lesson study
for learning community).

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