Enhancing Mathematics Education through Lesson Study Based on Didactical Suitability Criteria: Evidence from Undergraduate Courses
Implementasi Lesson Study berbasis Didactical Suitability Criteria (LS-DSC) dalam Perkuliahan Mahasiswa Tadris Matematika
Keywords:
Lesson Study, Didactical Suitability Criteria, Mathematics Education, Undergraduate Students, Innovative LearningAbstract
Innovation in mathematics education is essential to improve the quality of university learning, which should not only emphasize cognitive achievement but also broader didactical dimensions. This study aims to implement Lesson Study based on the Didactical Suitability Criteria (LS-DSC) in mathematics education lectures for undergraduate students at Universitas Islam Ahmad Dahlan, and to evaluate its impact on six dimensions of didactical suitability: epistemic, cognitive, interactional, affective, mediational, and ecological. This research employed a descriptive qualitative approach with a lesson study design consisting of three main stages: plan–do–see. The participants included lecturers as facilitators and students as active learners. Data were collected through classroom observation, analysis of students’ worksheets, reflective notes, and documentation of learning activities. The data were then analyzed using reduction, presentation, and verification techniques.
The findings reveal that LS-DSC effectively enhanced learning quality across all six dimensions. The most significant improvements were observed in the cognitive, affective, and interactional dimensions, which strengthened student participation and learning motivation. The epistemic and mediational dimensions demonstrated consistency in supporting conceptual understanding and the use of appropriate learning resources, while the ecological dimension highlighted the relevance of learning to students’ real-life contexts. These results align with constructivist theory and previous studies that emphasize the effectiveness of lesson study in improving mathematics teaching practices. Therefore, LS-DSC can be considered an innovative model that not only improves learning quality but also fosters lecturers’ professional development and enriches students’ learning experiences.
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