Pengembangan Profesional Guru IPA dan Mutu Pembelajaran Inquiry: Studi Komparatif Lesson Study dan Pelatihan Webinar

Abstract

This article compares two widely used professional development regimes in science education: collaborative lesson study and webinar-dominated training. The analysis asks how each regime influences teachers' pedagogical content knowledge, inquiry design, classroom noticing, and the quality of student participation in science lessons. Using a comparative case study based on policy documents, recent empirical studies, and professional development reports, the article finds that webinar training is useful for rapid dissemination of policy and ideas but weak in transforming classroom enactment. In contrast, lesson study supports sustained improvement because it links planning, observation, evidence of student thinking, and revision of instruction. The article argues that teacher competence in science education is not built primarily through information transfer but through disciplined examination of teaching practice. Its novelty lies in specifying the mechanism that connects professional development structure to inquiry quality in science classrooms. The study contributes to science education research by clarifying why many curriculum reforms stall at the classroom level: they underestimate the social and practice-based nature of teacher learning.