Lesson Study Reflection: Chemistry Learning Based on the Ammonia Fountain Phenomenon Integrated with STEAM
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This study aims to describe the implementation of lesson study in STEAM-integrated ammonia fountain phenomenon-based learning. This study uses a qualitative descriptive method carried out in February-April by 12 DKI Jakarta chemistry teachers with the research object being grade XI-3 students at SMAN 57 Jakarta. Data were collected through observation sheets, learning documentation, observer reflection notes and activity minutes. The results of the study indicate that lesson study through the plan, do and see stages is able to summarize student activities during STEAM-integrated learning. It was observed that all aspects of STEAM emerged, with the engineering aspect as the most dominant aspect because students designed, assembled, modified experimental equipment through trial and error, while the mathematics and arts aspects were still not optimally developed. The results of the study indicate that a well-designed learning design is needed so that STEAM aspects emerge in a balanced manner. This shows that lesson study not only plays a role as a means of professional development for teachers in designing more effective learning but also as a reflection material for evaluating STEAM integration in learning.
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