COMPLETION REPORT

Implementation of Lesson Study (Jugyokenkyu): Comparison between Malaysia and Japan

Dr. Zanaton Haji Iksan （+6）
Senior Lecturer
Faculty of Education
Universiti Kebangsaan Malaysia,
This study aims at identifying key factors for a successful integration of Lesson Study in Malaysia. The study
employs a qualitative approach utilizing observation, interviews and document analysis techniques for datacollection. Classroom observations were done at two Japanese Schools during public open lesson and National
Gathering in Kyoto. Observation was also done in Malaysia during two Lesson Study workshops initiated by theMinistry of Education involving four schools. Semi-structured interviews were conducted on teachers, schooladministrators, and education officer from the Department of Teacher Education in Malaysia to gather theirexperiences in implementing Lesson Study. We have learned the followings points based on lesson study model
involving “building the learning community” , “developing a lesson plan”, “open class” and “reflection”.
a) Building learning community. The purpose to establish learning community in Malaysia is to discuss about
lesson plans. The learning community group consists of department heads and subject matter teachers. After early
introduction in 2011, lesson study is at the stage of knowledge dissemination undertaken by the Division of Teacher
Education In Japan, learning community is formed by Public Lesson participants of around 200-250 people
consisting of education officer, school teachers, parents as identified by the school, the local community, university
professors and their graduate students.
b) Developing a lesson plan. Community groups are the basis to start the lesson study approach in Malaysia.
Collaboration in preparing Lesson Plan, create motivation and facilitate the sharing of ideas among members interms of teaching strategies, use of teaching aids and appropriate evaluation in the classroom. Instead of preparing
lesson plans individually, lesson study facilitate teachers to prepare lesson plan in a collaborative atmosphere which
was very helpful. Alternatively, teachers in Japan provide a lesson plan to gain insights from informal discussion
with friends or others who can be consulted to improve their teaching. Often, teachers prepare lesson plans followedby mock teaching to see the content and observed by colleagues to gain feedback. The lesson plans weresystematically planned and designed in the form of "Bancho" for reference during observations. Participants refer toprogram book to choose the open class to observe.
c) Open Class. The lesson study community in Malaysia consists of workshop participants and senior officials from
the Ministry of Education. Upon preparing the lesson plan, a member will volunteer as a teacher for open class at aselected school. Students in these classes are taught by teachers from the lesson study groups. The subject teacher
are encouraged to be the observant during the open class, which typically include school administrators who will bestanding or sitting at the back of class to observe teaching. In Japan, normally, all classes are involved in the openclass with 15 to 20 observers. Lecturers and their students are also involved to make observations for research.
Pictures were taken as evidence while observations were done to examine the learning process by referring to lesson

plans and following students’ conversations and thoughts. Observers stood in the back; left and right corner andwithin student groups without disturbing the learning process. High quality recording equipment managed byprofessionals includes TV screen placed behind the class, four cameras, video recording at different angles andmicrophone at the middle of the students to capture their voices. Observations were focused on the students’behavior, students’ discussion and anything that contributes to the learning process.
d) Reflection. Reflections were done soon after the observations by gathering participants in a room. In Malaysia,
the reflections were initiated with the teacher’s self-reflection on achieving the learning objectives and his/herfeelings during the teaching process followed by reflections from identified observers. The comments were basedon lesson plans, related skills stated in the plan and how well was it implemented. In Japan, reflections wereconducted in detail referring to lesson plan and facilitated by a moderator. Details of the discussion were written on
mahjong paper and a "National Gathering" are conducted to analyze the reflections where enthusiastic teachers
voluntarily come to learn from the classroom analysis.
In conclusion, we strongly believe that the lesson study will help Malaysian teacher educators and prospective
teachers to practically integrate lesson study in their future classroom strategy.
Publication of the Results of Research Project:Verbal Presentation (Date, Venue, Name of Conference, Title of Presentation, Presenter, etc.)
1) 17-18 September 2014 / Institut KWSP Kajang, Selangor, Malaysia / International Conference on Learner
Diversity/ Lesson Study (Jogyoukenyu): Kajian Perbandingan Jepun dan Malaysia / Zanaton H Iksan
2) 25-28 November 2014 / Indonesia University of Education in Bandung, Indonesia / World Association ofLesson Studies International Conference 2014 / Building Learning Community Through Lesson StudyApproach during Practical Teaching / Zanaton H Iksan
3) 16-17 September 2015 / Universiti Tun Hussein On Malaysia / Seminar Kebangsaan Majlis Dekan-dekan
Pendidikan Universiti Awam Malaysia / Pelaksanaan Lesson Study di Jepun dan Malaysia / Zanaton HIksan4) 6-9 August 2015 / Gakushuin University Tokyo / The Third International Conference for School as Learing
Community / Learning Community at School through Approach: Malaysian Context / Zanaton H Iksan5) 7-9 Oktober 2015 / Institut KWSP Kajang, Selangor, Malaysia / ASEAN Comparative Education ResearchConference (ACER-N 2015) / Perbandingan Pelaksanaan Lesson Study di Jepun dan Malaysia / Zanaton
H Iksan – (Best paper award)6) 13-22 Disember 2015 / Hotel Florida Norte Madrid. Th 3rd International Conference on Research in Islamic
Education and Arabic language 2015 (CRIALE 2015) / Integration of Tawhidic Science through Lesson
Study Approach in Teaching and Learning Science or Islamic Study / Zanaton H Iksan
Education Thesis (Name of Journal and its Date, Title and Author of Thesis, etc.)
1) Zanaton H. Iksan & Esther Daniel (2016) Type of Wait Time during Verbal Questioning in ScienceClassroom. International Research in Higher Education. 1(1): pg ?? Doi:10.5430/irhe.v1n1p (in progress)
2) Marziah Md. Rahim & Zanaton H. Iksan (?) Teacher reflection on Teaching and Learning mathematics
using Vedio Critique and Lesson Study. (In Progress)
3) Nuraini Abu Bakar & Zanaton H. Iksan (?) Implementation of Open Class and Reflection sessions during
Lesson Study Approach: Comparison between Japan and Malaysia (In progress)

4) Zanaton H. Iksan, Aida Abdul Karim, Fariza Khalid, Rosseni Din, Effandi Zakaria, Mohd Yusoff Daud,Roslinda Rosli. (?) Comparison on Lesson Study approach between Japan and Malaysia. (In progress)
Book (Publisher and Date of the Book, Title and Author of the Book, etc.)
1) Penerbit Universiti Kebangsaan Malaysia / 2016 / Pembelajaran Komuniti melalui Kajian Pembelajaran(Lesson Study) / Zanaton H Iksan (Editor) - (submit to the publisher/ evaluation process)2) Penerbit Universiti Kebangsaan Malaysia / 2016 / Pembelajaran (Lesson Study): Langkah demi Langkah /Zanaton H. Iksan, Aida Abdul Karim, Fariza Khalid, Rosseni Din, Effandi Zakaria, Mohd Yusoff Daud,Roslinda Rosli – (writing process)3) Video: Lesson Study: Penilitian dalam Proses Pengajaran.
https://drive.google.com/file/d/0B3Ske43540l9QXVPUDI4S001QU0/view