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| A Collaborative Action Research Model: Using Lesson Study to Optimize Guided Inquiry Teaching of Blood Structure and Function at Junior High School 32 Padang
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Irfan Ananda Ismail, Qadriati, Husnul Muna Bella, Mayang Aprilia Trissa, Febriyansyah, Khairul Hasyim Haloho, Gunawan Wibisono, Liza Gustina Anisa Insani, Munadia Insani
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Abstract:
This study implemented a collaborative action research model using lesson study to optimize guided inquiry instruction on blood structure and function. The research was conducted at SMPN 32 Padang, an Indonesian junior high school implementing the Merdeka Curriculum. Two 8th grade classes (8C and 8B) 2023-2024 were involved, with the researcher, a pre-service teacher in the Teacher Professional Education (PPG) program, leading lesson study with the science teachers. Guided inquiry was used to actively engage students in the learning process and construct knowledge through investigation, teamwork, and discussion. The lesson study cycles involved collaboratively planning the guided inquiry lessons, observing their implementation, and reflecting on outcomes to refine the lessons. Data were collected through observation, student work, interviews, and surveys. Results showed increased student engagement, motivation, critical thinking, and science process skills. Students developed deeper understanding of blood structure and function compared to traditional teaching methods. Challenges included developing appropriate scaffolding for inquiry activities and managing active learning classrooms. This study demonstrates lesson study can be an effective professional development model for teachers to collaboratively design and improve guided inquiry instruction. The action research process led to optimized guided inquiry lessons on blood structure and function tailored to the local context. This model can be replicated and adapted to enhance pedagogical content knowledge and inquiry-based teaching practices in other science topics and grade levels. The collaborative, reflective practice strengthens teachers' capacity for data-driven instructional decision making.
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