Farah Rizkita Putri, S. Sujarwo, Wiwik Wijayanti, Wafiq Nurul Huda
Enhancing Human Resource Management Competence (HRMC) among kindergarten teachers remains a persistent challenge in early childhood education. This study evaluated the effectiveness of three adapted Lesson Study (LS) models from Japan, the United States, and the United Kingdom in improving HRMC among Indonesian kindergarten teachers. Despite the growing emphasis on teacher professional development, empirical evidence comparing international Lesson Study models as mechanisms for strengthening comprehensive HRMC in early childhood contexts remains limited, particularly in Indonesia. A three-group pretest–posttest design was employed involving 200 teachers across three schools, with each school implementing one LS model. HRMC was assessed as a composite of pedagogical, professional, and social competencies using validated questionnaires. Paired-sample t-tests were conducted to analyze within-group changes, and one-way ANOVA was used to compare improvements across groups. The results indicated significant increases in HRMC scores within all groups. However, the ANOVA showed no significant differences in improvement between LS models, suggesting comparable effectiveness in supporting teacher development. These findings suggest that the effectiveness of Lesson Study lies more in its collaborative and reflective learning architecture than in procedural differences across national models, offering practical implications for designing sustainable HRMC-oriented professional development in early childhood education. Consequently, this study contributes empirical support for positioning Lesson Study as a strategic HRMC mechanism that can be flexibly contextualized within diverse institutional and cultural settings without compromising its developmental impact. These findings demonstrate that adapted LS models are practical and effective for fostering HRMC in Indonesian kindergarten contexts. Future studies are encouraged to employ longitudinal designs and explore integration with complementary professional development methodologies to optimize teacher competencies and enhance educational quality. © 2025 The Authors,This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.https://creativecommons.org/licenses/by-nc-nd/4.0/
Universitas Negeri Yogyakarta, STAI Syekh Jangkung, Indonesia; Universitas Negeri Yogyakarta, Indonesia
