The Indonesian government and key stakeholders, in recent years, have given increasing attention to enhancing the quality of education and teacher professional capacity. The introduction of the Education Law in 2005 and revised curriculum in 2013 signal the country’s efforts to place greater emphasis on teaching as a profession, and the higher requirements for teachers. Despite such efforts and expectations, Indonesia still faces challenges with regard to both effective classroom pedagogy and teacher professional development.

Given the context, an alternative approach to professional development called Lesson Study (LS) was introduced in Indonesia in 2005 to improve mathematics and science teaching through the School-University Collaboration project funded by the Japan International Cooperation Agency. However, interpretations and understandings of LS vary greatly amongst Indonesian educators. More importantly, the whole school approach referred to as Lesson Study for Learning Community (LSLC) has not been practised widely in the country. This policy brief discusses some of the findings from the case studies, as well as challenges encountered in implementing LSLC.

About this Policy Brief

This policy brief was written by Dr Eisuke Saito, at Monash University, Australia, and Dr Khong Thi Diem Hang, at the University of Queensland, Australia. This document has arisen from a research study from 2017 to 2018, on teacher capacity building in Indonesia through lesson study for learning community, led by Dr Eisuke Saito and funded by The HEAD Foundation.