11 
Citation: Nurwidodo, N., Hendayana, S., Hindun, I., & Sarimanah, E. (2018). Strategies for 

establishing networking with partner schools for implementing lesson study in Indonesia. JPBI 

(Jurnal Pendidikan Biologi Indonesia), 4(1), 11-22. https://doi.org/10.22219/jpbi.v4i1.5489 

 

Vol. 4 No. 1, 2018; pp. 11-22 
ISSN: 2442-3750 (print); ISSN: 2527-6204 (online) 

http://ejournal.umm.ac.id/index.php/jpbi 
                                   

Received: 05/03/2018  
Revised: 21/03/2018  

Accepted: 26/03/2018  

 

JPBI (JURNAL PENDIDIKAN BIOLOGI INDONESIA) 

Indonesian Journal of Biology Education  
 

 

 

STRATEGIES FOR ESTABLISHING NETWORKING WITH PARTNER SCHOOLS 

FOR IMPLEMENTING LESSON STUDY IN INDONESIA 

  
Nurwidodo1*, Sumar Hendayana2, Iin Hindun1, and Eri Sarimanah3   

1Biology Education Department, Faculty of Teacher Training and Education, University of 

Muhammadiyah Malang, East Java, Indonesia 
2Chemistry Department, Faculty of Mathematics and Sciences Education, Universitas Pendidikan 

Indonesia, West Java and Indonesian Association of Lesson Study 
1Biology Education Department, Faculty of Teacher Training and Education, University of 

Muhammadiyah Malang, East Java, Indonesia 
3Faculty of Teacher Training and Education, Pakuan University, Bogor, West Java, Indonesia 

*corresponding e-mail: nurwidodo88@yahoo.com 

 

 
ABSTRACT  

Lesson Study for Learning Community (LSLC) contains two terminologies underpinning one another. 

There are many difficult challenges when the plan to create LSLC surfaces. Therefore, strong motivation 

and precise implementation strategies are of urgency. One of the ways is by developing networking of 

LSLC between universities and partner schools. The LSLC program will become powerful when it is done 

collaboratively in a form of strong partnership connected by networks. Writing this article aims to describe 

strategies for establishing networking with partner schools for implementing lesson study in Indonesia. 

This review article uses literature comparison study methods and use content analysis. In order for LSLC 

to manifest and become successful, resourcing and utilizing the partnership with schools are required. In a 

partnership with schools in order to implement LSLC, both parties must share the same need, which is 

facing the challenge with the willingness to cooperate for solving the problem. Cooperation with partner 

schools needs to be nurtured to become networking so that the benefits and the spirit of cooperation in 

solving problem double fold. Networking with partner schools can be implemented and can function well 

when the management of this networking conforms to shared needs, nurtures cooperation and mutual 

respect, gives and takes equally, and also promotes fair acceptance, support, independence, and discipline. 

 

Keywords: Learning community, lesson study, networking 

 
© 2018 Department of Biology Education, FTTE, University of Muhammadiyah Malang, Indonesia 

 

 

INTRODUCTION 
 

Lesson Study originating from Japan has 

spread worldwide: Asia, Europe, Africa, 

Australia, and even America. Lesson study was 

introduced in several countries through 

collaboration Japan International Cooperation 

Agency (JICA) with the local government 

(Burghes & Robinson, 2010; Matanluk, Johari, 

& Matanluk, 2013).  It originated in Japan from 

Japanese Language “Jugyokenkyuu” (Kanauan 

& Inprasitha, 2014; Lucenario, Yangco, 

Punzalan, & Espinosa, 2016). 

Lesson study has been practiced since the 

1890s or over a century by Japanese teachers 

(Masaaki Sato, 2014; Syamsuri & Ibrohim, 

2011). It has spread internationally since the 

late 1990s, leading to an establishment of the 

World Association of Lesson Studies (WALS) 

in 2006 with 7 founding member countries and 

council members representing 11 countries 

around the world (Akiba, Howard, Wilkinson, 

& Whitacre, 2015; Akiba & Wilkinson, 2016). 

In WALS International Conference 2016 in 

Exeter University-London at least 35 countries 

have called in for participation (Nurwidodo, 

2016).  Many countries in their attempt to 

transfer the Japanese model have developed 

their own perspectives on lesson study based on 

indigenous school cultures, educational context, 

and needs (Arani, Fukaya, & Lassegard, 2010; 

Cajkler, Wood, Norton, Pedder, & Xu, 2015). 

Lesson study has been known well in 

Indonesia due to the dissemination, 

implementation, expansion, and implication 

since the early 2000s (Suratno, 2012; Towaf, 

https://doi.org/10.22219/jpbi.v4i1.5489


Nurwidodo et al / JPBI (Jurnal Pendidikan Biologi Indonesia) / 4 (1) (2018) pp. 11-22 

 

12      Strategies for establishing networking….  

2016). The quick spread in Indonesia shows 

that Lesson Study is not only accepted as a 

critical profession coaching scheme, but also 

has been developed intensively and acquired 

support from many parties (Asari, 2017; 

Wahyuningtyas, Ratnawati, & Adi, 2015; 

Widiadi & Utami, 2016). There are a great 

number of education practitioners from diverse 

groups who are in favor and some others are 

against the implementation of lesson study and 

its benefits in improving the quality of 

education. This has been the biggest challenge 

for Lesson Study scholars in the field (Bjuland 

& Mosvold, 2015; Hadfield & Jopling, 2016). 

What is exactly a Lesson Study? Lesson 

Study is a teacher profession coaching scheme 

(in-service training) which is conducted through 

assessment of learning by means of continuous 

collegiate collaboration in order to achieve 

improvement in the process and outcomes of 

learning. In general, teachers refer lesson study 

as learning through three stages, namely plan, 

do, and see (Liliawati, Setiawan, & Efendi, 

2008). This definition is the most popular one 

amongst teachers who are still unfamiliar with 

lesson study (Nurwidodo & Hindun, 2014). 

Lesson study is not only an epistemology 

(implementation procedures) nor merely (plan, 

do, and see), but also an ontology and axiology. 

Ontology wise, lesson study is an assessment of 

learning which is done collaboratively and 

collegially; while axiology wise, lesson study 

aims to improve the quality of learning process 

and outcomes (Nurwidodo, 2016). 

Lesson study in Indonesia in the first ten 

years emphasized more in the practical 

procedures (plan, do, and see) (Nurwidodo, 

2012; Rofieq, Husamah, Wahyuni, Hindun, & 

Purwanti, 2016; Wahyuningtyas et al., 2015). 

Furthermore, the emphasis was also put on the 

management system which used project-based 

approach. The two-caused side effect, which is 

the “lesson study’s bad image”. Lesson study 

became psychological burdens for model 

teachers (Nurwidodo, 2017). While the 

implementation seemed to cost too much 

money and the focus of study lesson became 

obscure because it tended to focus on the formal 

procedures. The assessment of materials and 

students' learning process of materials with the 

higher level of complexity was hardly paid 

attention to. Based on this consideration, a new 

approach to implementing lesson study needs to 

be performed. The new approach in 

implementing lesson study is known as Lesson 

Study for Learning Community (LSLC) and 

one of the manifestations of this project is 

called Lesson Study Club. 

 LSLC is a new concept coming about from 

the latest development of lesson study. This 

development moving towards Learning 

Community is based on the demand of 

achieving quality in all aspects of its 

implementation. Lesson Study needs to be 

performed autonomously by its activists. The 

automatic motivation from the activists 

(scholars) is the key factor because a strong 

personal motivation will overcome all 

challenges ahead. With strong personal 

motivation, the burdens of funding will be 

alleviated. There will be no need for the formal 

approach (as the core of the activity) in 

implementing Lesson Study. The manifestation 

of learning society is the goal of LSLC 

(Mustadi, 2015; Nurwidodo, 2016; E. Saito et 

al., 2015; Eisuke Saito & Sato, 2012; Masaaki 

Sato, 2014). 

There are six reasons for the importance of 

implementing Lesson Study for Learning 

Community in schools. First, it is necessary for 

the maintenance of continuous professionalism 

in the workplace (on the job training). Teachers 

are deemed to be able to work as professional 

forces and are required to continuously learn 

(learning teachers). Even if the education and 

learning theory have all been mastered, teachers 

may not stop learning and in fact have to keep 

the spirit of learning in their heart (Hendayana, 

2016). Learning theory which has been 

acquired needs to be updated and developed by 

practice. Lesson Study is a forum suitable for 

those need and spirit. Lesson Study centers in 

the learning spirit to become teacher facilitator. 

This learning spirit is not only important for 

model teachers but also all observers. Whoever 

is involved in Lesson Study needs to have this 

learning spirit, not only the teaching one (R. 

Suzuki, 2017). 

Second, there is a need for autonomy and 

discipline. Autonomy in performing Lesson 

Study means autonomic freedom in motivation 

and practice aspects. Joining the Lesson Study 

means that teachers should be free of pressure 

from external parties, even if it comes from 

their superiors. The individual freedom 

approach results in participation (Arani et al., 

2010; Dudley, 2011, 2013; Dumitrascu & 

Horak, 2008; Ishii, 2017; Jung et al., 2015; 

Ponte, 2017; Towaf, 2016). Internal motivation 

is more dominant to become the precursor to 



Nurwidodo et al / JPBI (Jurnal Pendidikan Biologi Indonesia) / 4 (1) (2018) pp. 11-22 

 

      Strategies for establishing networking….     13 

participation. The main willingness in involving 

in Lesson Study is for learning, learning from 

students' learning method, and learning to 

become a good facilitator (Suzuki, 2017).  

Third, the principle of the fulfillment of 

students' rights in learning shows that students 

have the right to receive quality learning 

process. Quality learning is a learning process 

in which learning is not solely activating one 

sense or experience window, for instance, 

learning through listening while teacher gives 

the continuous lecture. Learning is a process 

which happens within students' minds, and 

therefore, all possible potentials need to be 

involved. Active learning is the ultimate goal 

which has been known since long ago, but often 

the implementation is neglected. A quality 

Student Active Learning (SAL) is a learning 

method to fulfill students' learning rights. The 

principle of fulfilling learning rights means 

teachers and the school must not leave a single 

student behind (Cerbin & Kopp, 2006; Chiew, 

Dali, & Lim, 2016; Ishii, 2017; C. C. Lewis, 

2013; Lucenario et al., 2016; Murat, 2014). 

Fourth, the collaborative principle or better 

known as dialogue. Through collaboration, a 

more productive learning process and outcomes 

can be achieved. The collaboration can happen 

in three stages; first, the collaboration between 

students and the learning materials (dialogue); 

second, collaboration between students in 

learning groups; and third, collaboration of 

students and bigger group or class in which 

teacher functions as facilitator (Asari, 2017; 

Burghes & Robinson, 2010; Nurwidodo & 

Hindun, 2014; Eisuke Saito & Sato, 2012). 

Collaborative learning theory from Russian 

psychiatrist (Vygotsky) indicates that through 

collaborative learning, the ability of students 

improves as suggested by the zone of proximal 

development (ZPG). Learning does not take 

place in a vacuum, but in the real world where 

collaboration is needed (Eisuke Saito & Sato, 

2012; Masaaki Sato, 2014). 

Fifth, the principle of openness. Learning 

should be open and can be likened to a garden 

of which beauty can be enjoyed by anyone. 

Learning is not only for teachers and school to 

own. Learning can be witnessed by anyone. In 

Lesson Study, there is an openness procedure 

which requires learning to be accessible for 

anyone to witness, including parents. Open 

learning is beneficial in giving accountability to 

the society (Burghes & Robinson, 2010; 

Dudley, 2011, 2013; Nauerth, 2015; Nurwidodo 

& Hindun, 2014; O’Brennana, Bradshawa, & 

Furlongb, 2015) 

Sixth, learning must be of good quality. 

Learning can change visible (practice) and non-

visible (knowledge, attitude) behavior. In the 

process of changing, teacher’s role in learning 

is to guide the changes to move towards 

improvement of quality, from not knowing to 

knowing, from unskillful to become skillful, 

and from indifference to positive mind. The 

quality of learning can be achieved through the 

implementation of collaborative learning, as 

stated by Piaget and Lev Vygotsky who provide 

the theoretical foundation for quality learning.  

Quality learning practices can be learned 

from other countries (Towaf, 2016; Triyanto, 

2016; Widiadi & Utami, 2016), especially 

Japan. Quality learning from Japan is a 

reference because Japan is the home of Lesson 

Study. The steps from this model include 

apperception, group work exposure, reflection, 

class assignment exposure, and individual 

assignment exposure in order to give chances 

for students to scaffold their knowledge (Leavy 

& Hourigan, 2016; Eisuke Saito & Sato, 2012; 

Masaaki Sato, 2014).  

Based on the various descriptions that have 

been done writing this review article aims to 

describe strategies for establishing networking 

with partner schools for implementing lesson 

study in Indonesia. This review article is 

expected to be a reference in improving the 

quality of education in Indonesia, especially in 

improving the quality of learning through 

LSLC. This article is also expected to be a 

consideration and reference of education actors 

in succeeding LSLC implementation effort. 

 

METHOD 

 

Writing this article use literature comparison 

study methods and use content analysis. 

Literature comparison study is conducted to 

reveal the various theories and information 

relevant to the problems being faced or studied 

(as the material of the formulation of the 

problem and the discussion) Literature 

comparison study used is to study a number of 

primary literature, namely journal (print and 

online), report research, proceedings, activity 

reports, books, newspapers and other sources of 

literature, valid and reputable, in order to obtain 

information that supports or required. 

Stages in the literature comparison study 

refers to Zed (2008) and Khatibah (2011) that 



Nurwidodo et al / JPBI (Jurnal Pendidikan Biologi Indonesia) / 4 (1) (2018) pp. 11-22 

 

14      Strategies for establishing networking….  

there are four steps to be taken, namely (1) 

preparing tools in the study, in the form of 

pencils/ballpoints, blocknotes, and personal 

computers connected with internal network; (2) 

to compose a working bibliography, in the form 

of a record of key and important references to 

be used in writing; (3) set the time, focus the 

work (this is very personal because it depends 

on someone to take advantage of the time 

available); and (4) read, take notes, and 

compose the writing. 

Data analysis using paradigm qualitative 

content analysis. Presentation of data using the 

method of informal presentation. The method of 

informal presentation is a method of presenting 

data in the form of the formulation with 

words/regular phrases that fit the linguistic 

rules. In presenting the data, the authors include 

excerpts from the various references used, in 

the form of analytical results, which are 

narrated and illustrated based on a summary of 

information protocols for each topic analyzed 

(all done with the context of critical thinking 

and in-depth analysis).  

 

RESULTS AND DISCUSSION 

 

Partner Schools 

In Indonesia, Lesson Study develops 

through Indonesian Mathematics and Science 

Teacher Education Project (IMSTEP) in 1998-

2003. The project was then followed by 

IMSTEP Follow Up (2003-2005) and 

Strengthening In-Service Teacher Training in 

Education of. Mathematics and Science 

(SISTTEM) program (2006-2008). Since 2006, 

Lesson study has officially become 

government’s program. The expansion of 

Lesson Study implementation in Indonesia was 

followed with PELITA program (2009-2013). 

Lesson Study in Indonesia is now coordinated 

by Institute of Teachers’ Education (Lembaga 

Pendidikan Tenaga Kependidikan/LPTK), the 

implementer of IMSTEP up to Peningkatan 

Kualitas (PELITA) program or Program for 

Enhancing the Quality of Junior Secondary 

Education. The initial aim of Lesson Study in 

Indonesia was to improve the quality of 

Mathematics and Science education in 

Indonesia. However, Lesson Study can be 

adapted by other subject disciplines, both Math 

and Science and non-Math and Science 

(Ibrohim, 2014; Mustadi, 2015; Syamsuri & 

Ibrohim, 2011). 

Upon the completion of this program, the 

dissemination of Lesson Study is carried on up 

to present. The dissemination of Lesson Study 

is supported by the Directorate General of the 

Bureau of Learning and Student Affairs and the 

Human Resource Department, Directorate 

General of Higher Education of the Ministry of 

Research and Technology. The implementation 

and dissemination of Lesson Study in Indonesia 

are tracking on the correct path. Started with 

socialization, the program is followed by 

workshop and implementation by LPTK's study 

program which received Lesson Study funding 

in the first year. This is then disseminated to 

other study programs in the second year and 

further disseminated to partner schools in the 

third year. This way, the development of 

Lesson Study in Indonesia is always started by 

the university which is then disseminated to 

teachers in partner schools and/or laboratory 

schools. The dissemination to partner schools in 

the third year is recommended so that each 

LPTK acquires the support of policies and 

funding from the local Education Agency in the 

regent/town or regional office.  

Lesson Study is a teaching profession 

coaching scheme which is conducted through 

assessment of collaborative learning in order to 

improve the quality of education (Motoko 

Akiba & Wilkinson, 2016; Chiew et al., 2016; 

Dumitrascu & Horak, 2008; M. Inprasitha, 

2015; N. Inprasitha, 2014; Manabu Sato, 2014; 

Tall, 2008; Thinwiangthong & Inprasitha, 2014; 

Wolf, 2007). An educator is a lecturer in a 

university or teacher in a school (elementary or 

secondary). If improvement of education 

quality is already started in university, it needs 

to be disseminated to elementary and secondary 

schools so that the quality improvement can be 

spread evenly in all levels of education 

(Chikamori, Ono, & Rogan, 2013; Coe, Aloisi, 

Higgins, & Major, 2014; Iksan & Rahim, 2017; 

Jung et al., 2015; Mustadi, 2015; Ono & 

Ferreira, 2010; Tan-Chia, Fang, & Chew Ang, 

2013; Triyanto, 2016). Improvement of 

education quality should have been 

strengthened from elementary and secondary 

levels because elementary and secondary levels 

are the foundation for further education 

(Kandowangko, Zakaria, & Yunginger, 2014; 

Y. Suzuki, 2014). As the foundation of 

education, these two levels need to be 

strengthened first and foremost in order to be 

able to support the demand for quality 

education in higher education/university. 



Nurwidodo et al / JPBI (Jurnal Pendidikan Biologi Indonesia) / 4 (1) (2018) pp. 11-22 

 

      Strategies for establishing networking….     15 

Lesson Study significantly concerns on the 

improvement of learning quality, which is the 

core of education quality (Nurwidodo, 2017). 

Lesson Study dissemination scheme is 

appropriate considering the motivation in 

dissemination to all levels of education (Jung et 

al., 2015; Ono & Ferreira, 2010; Takahashi & 

McDougal, 2016). Therefore, partner schools 

should be in the same perception. They should 

take part in the Lesson Study program 

(Asanuma, 2012; Coe et al., 2014; C. C. Lewis, 

2013; Lucenario et al., 2016; E. Saito et al., 

2015). Lesson Study is a program in which all 

levels of education are responsible for it. The 

dissemination in the school which is scheduled 

in the third year is based upon the consideration 

of education practitioners and experts, which is 

central in the implementation of Lesson Study 

and needs to be prepared in advance. LPTK 

partner schools in the dissemination of Lesson 

Study can be in the level of elementary/Islamic 

elementary, junior high/Islamic junior high, or 

high/Islamic high schools.  

Partner schools are given the freedom to 

choose the implementation of lesson study 

scheme, just like in Japan. Schools can choose 

between school-based lesson study (Lesson 

Study Berbasis Sekolah/LSBS) and Subject 

Teachers’ Working Group (Sekolah Guru Mata 

Pelajaran/MGMP)-based Lesson Study. It is 

highly recommended that schools choose LSBS 

so that the responsibility to conduct 

socialization workshop and the implementation 

can take place in the respective school. The 

consequence is that all teachers are responsible 

for having the knowledge, skills, and 

commitment to implementing Lesson Study. 

With LSBS, all subjects of study are given the 

same responsibility to implement Lesson Study. 

In LSBS, the school management needs to give 

full support (Budianti, 2014; Hermawati & 

Riandi, 2014; Miharja, Hindun, Wahyono, 

Nurwidodo, & Susetyarini, 2017; Noor & 

Kaniawati, 2014; Suratno, 2014). However, 

when such possibilities cannot be achieved, 

schools need to choose MGMP-based Lesson 

Study, in which it only requires the certain 

subject of study which is managed together and 

is the part of Lesson Study piloting 

implementation (Hendayana, 2016). 

Teachers at the school are associated with 

local regional Education Agency. The 

involvement of the agency is thus the key to the 

success of lesson study implementation in the 

partner schools. The funded universities are 

required to conduct coordination with the local 

Education Agency so that financial and policy 

support can be given. 

The involvement of LPTK Lesson Study 

implementer and schools must be built on the 

basis of the mutual and dependable relationship. 

Ideally, the partnership of universities with 

partner schools in implementing Lesson Study 

transforms into the blessing and is done for 

acquiring grace. Therefore, Ngang and Sam 

(2015) state that in the stage of implementation 

to schools, financial and policy supports need to 

be acquired from local Education Agency as the 

head organization of the schools. 

Partner schools ideally have the same needs 

in improving the quality of education as well as 

for other partnership programs. In the education 

quality improvement program, partner schools 

through their teachers are required to become 

the innovators in the learning process. 

Furthermore, partner schools are also 

responsible for improving the quality of 

learning and national education (Nurwidodo, 

2016). The presence of LPTK universities with 

Lesson Study program is in line with the 

improvement needs of partner schools. The 

partnership between LPTK universities and 

partner schools can be further developed by 

making use of lesson study academic 

documentation in the form of academic journals 

written by involved teachers and published in 

seminars of Lesson Study implementation 

which is also allocated from the LSLC funding. 

Partnership in the implementation of Lesson 

Study needs to be continuous even if the 

funding has ended. The strategy required for the 

continuity of partnership in Lesson Study with 

partner schools are; first, to make Lesson Study 

as the overarching research activity and 

community service in LPTK; secondly, to 

nurture the good relation with schools in order 

to autonomously implement Lesson Study as a 

part of teachers' coaching program through in-

service scheme; third, to maintain good relation 

with Education Agency office and serve as an 

effort to gain policy and financial supports so 

that Lesson Study that is synergic with the 

Education Agency programs can be expanded 

and strengthened to be a culture of quality 

improvement in its work locale. Fourth, it is 

possible that the development of the partnership 

with private parties possessing Corporate Social 

Responsibility (CSR) allocated for education 

program especially Lesson Study can be 

manifested. The experience of some activists in 



Nurwidodo et al / JPBI (Jurnal Pendidikan Biologi Indonesia) / 4 (1) (2018) pp. 11-22 

 

16      Strategies for establishing networking….  

partnering with Sampoerna ltd., Djarum Kudus 

ltd., Pertamina ltd. and others are concrete 

examples of utilizing CSR in expanding the 

implementation of Lesson Study (Nurwidodo, 

2017). 

 

Strategies for Building Lesson Study 

Network with Partner School 

There is a shared need felt by all education 

institutions in Indonesia; that is the need to 

improve the quality of education in Indonesia. 

This problem of improving quality of education 

is a national problem which needs to be solved 

together. Regarding the severe decrease of 

education quality, Mrs. Sri Mulyani Indrawati, 

a senior minister in NAWACITA cabinet 

(Indonesian Minister of Finance), suggested 

that it takes 70 years to solve education 

problems in Indonesia, which center in low-

quality education (CIPS, 2017). Meanwhile, 

national activists and experts of Lesson Study 

who are associated to Indonesian Association of 

Lesson Study or Asosiasi Lesson Study 

Indonesia (ALSI) led by Sumar Hendayana, 

Ph.D. (lecturer at Universitas Pendidikan 

Indonesia) conclude that by implementing 

Lesson Study, it is expected that the time will 

be lowered by 50%. This means that it takes 30 

years to achieve the expected quality standard. 

This conclusion surfaced after conducting 

practices of Lesson Study in regions around 

Indonesia and enriching the implementation of 

Lesson Study by reflecting references from 

around the world. 

Reduction of time from 70 years to 30 years 

in such a difficult and substantial task is a 

prestige which can only be achieved when the 

implementation of Lesson Study is massive and 

intensive. In order to make it happen, there are 

prerequisites. The work to improve the quality 

of learning is a big task and challenges all 

schools in Indonesia. There is no way that the 

work is not done collaboratively. The catch 

gained by individual fishing is not as beneficial 

as that by using the net. In other words, there is 

a multiplication effect of net fishing. 

Networking is a functional relation scheme of 

components which are aimed to achieve goals 

by cooperation. 

Networking can be built when members of a 

network hold similar importance. Networking 

of partner schools in Lesson Study is built on 

shared need, which is to tackle problems which 

become the needs of the whole participants. 

They are facing the same enemy, namely the 

problem of quality learning process and 

outcomes, which is the core of education 

quality. The enemy is real and can be likened to 

an iceberg in which what appears at the tip is 

merely the little part of it, while the underlying 

part is much bigger and robust. It is not easy to 

tackle this problem. The problem is a result of a 

chronic accumulation of little issues which then 

become unhandled and piled up like an iceberg 

that has sunk the giant ship Titanic (Nurwidodo, 

2017). 

A quality education process is a culture and 

it is nurtured through knowledge elements, 

attitude, and behavior which manifest into 

habits. Good quality habit, independence, and 

discipline must be developed since elementary 

and secondary education, strengthened by the 

support from the community and environment 

so as to become a culture (Lim, Lee, Saito, & 

Haron, 2011). The shaping of the quality 

learning process is a shared need which 

promotes the importance of collaboration in a 

networking of lesson study with partner 

schools. 

Networking is commonly implemented in 

many aspects, such as electrical network, 

computing network, social network, and other 

types of cooperation. In the field of education, 

MIPA Net or Math and Science networking are 

established. In national Lesson Study program, 

LSLC is now manifested in the form of the 

workgroup (club). ALSI initially is a 

networking program and is responsible for 

consolidating the performance of lesson study 

activists in Indonesia. The role is manifested 

through cooperation between education 

institutions which are gathered in International 

Conference of Lesson Study (ICLS). ICLS 

conducts annual conference and is now 

reaching its 8th series. The 9th series is taking 

place at Pakuan University, Bogor-West Java. 

ALSI with its ICLS is a form of strategic 

networking which can be utilized to improve 

the effort in achieving both individual and 

organizational goals. 

The existence of networking in the 

application of LSLC can guarantee the right of 

all students to get high-quality learning. 

Implementation of LSLC will accustom 

teachers to do lesson design first, either 

individually or in groups with colleagues and 

accustomed to analyzing lesson learned after 

doing the open lesson. This will certainly lead 

to teacher professionalism can continue to 

grow, sustainable, and independent (Erna, 



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      Strategies for establishing networking….     17 

Tejawati, Achmadi, Manalu, & Desvita, 2016). 

Good networking will ensure that LSLC is an 

effort to build school collegiality between 

teachers and teachers, and between teachers and 

students (Damayanti, Saruman, & Irwan, 2017). 

Networking with partner schools is the best 

measure of implementing successful Lesson 

Study (Damayanti et al., 2017; Jung et al., 

2015; Wolf, 2007). The choice to network is in 

accordance with the philosophy of Lesson 

Study which takes side in collaborative 

approach instead of the competitive one, 

collegial instead of individual oriented 

(Asanuma, 2012; N. Inprasitha, 2014; C. Lewis, 

2004; Eisuke Saito & Sato, 2012; Manabu Sato, 

2014; Wahyuningtyas et al., 2015; Wolf, 2007). 

In order to build the sustainable network 

capable of achieving victorious goals, strategies 

are required. Strategies for nurturing the 

network with partner schools involve mutual 

respect, co-dependence, and cooperation. 

 

CONCLUSION 

 

LSLC is a shared need of educators alike 

which aims to improve the quality of learning 

as the core of quality education. LSLC must be 

directed for faster, economical, and rooting 

improvement of education quality as the best 

practice. In order for LSLC to manifest and 

become successful, resourcing and utilizing the 

partnership with schools are required. In a 

partnership with schools in order to implement 

LSLC, both parties must share the same need, 

which is facing the challenge with the 

willingness to cooperate for solving the 

problem. The problem of low-quality education 

and education inequalities are challenges and 

the beginnings which can trigger the motivation 

to cooperate. Cooperation with partner schools 

needs to be nurtured to become networking so 

that the benefits and the spirit of cooperation in 

solving problem double fold. The manifestation 

of the robust and progressive network becomes 

the answer for solving the national problem 

which has become chronic, namely the poor 

quality of education. Networking with partner 

schools can be implemented and can function 

well when the management of this networking 

conforms with shared needs, nurtures 

cooperation and mutual respect, gives and takes 

equally, and promotes fair acceptance, support, 

independence, and discipline. 

This article, of course, is just one of the first 

views or suggestions on how strategies of 

establishing networking partners partner 

schools for implementing lesson study in 

Indonesia. In the future, more studies, studies, 

and discussions are needed to maximize the 

implementation of this issue. 

 

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