Improving Student Teaching Skills Through Multiple Strategies Model and Lesson Plan

Abstract

The purpose of this study was to improve student teaching skills using multiple strategies and lesson plan development in the chemistry education study program. The research method used was classroom action research conducted in two cycles. The research procedure in the form of Lesson Study activities are: (1) Plan (planning), (2) Do (implementation), and (3) See (reflection) which is integrated with the basic chemistry teaching skills course. The subjects of this study were chemistry students in the fourth semester of the chemical education study program at Pontianak Muhammadiyah University. Data collection used an observation sheet of the lesson plan made and the learning implementation process. Data analysis in this study is descriptive. The research results obtained are, 1) Planning based on 7 aspects assessed, obtained: (1) completeness of lesson plan identity from 63.3% to 95, 2%, (2) formulation of learning objectives from 53.8% to 82.8%, (3) description of subject matter from 55.6% to 87.2%, (4) methods, strategies and learning media from 52.2% to 94.6%, (5) design of learning steps from 67% to 90.8%, (6) assessment (cognitive, affective and psychomotor) from 53.4% to 76.8%, (7) learning resources from 66.8% to 88.2%. In stage 2) Implementation based on 3 aspects assessed, obtained: (1) Introduction 68.3 Good category to 88.7% Very Good category. (2) core 65% Fair category to 88.5% Very Good category and (3) closing 70% to 95% Very Good category. Based on the data obtained, it is known that the application of multiple strategies and lesson plan development in basic chemistry teaching skills courses can improve students' basic teaching skills.