Rif’ati Dina Handayani, Insih Wilujeng, Zuhdan K. Prasetyo, Triyanto
Universalists believe that indigenous knowledge should not be studied since it excludes non-indigenous people. A qualitative method was used to explore the impact of lesson study on a science teacher at a secondary school. The research indicated that lesson study has positive impacts on teachers professionally by improving their science content knowledge, developing their teaching strategy and skill, enhancing their interest in working collaboratively, and creating a sense of an indigenous paradigm. The four categories of impact are interrelated and mutually influential. Through a lesson study, a relationship of mutual trust is well established in an indigenous learning community. © 2018, © 2018 Informa UK Limited, trading as Taylor & Francis Group.
Educational Science Graduate School, Universitas Negeri Yogyakarta, Yogyakarta, Indonesia; Physics Education Department, University of Jember, Jember, Indonesia; Natural Science Education, Yogyakarta State University, Yogyakarta, Indonesia; Civic Education Department, Sebelas Maret University, Surakarta, Indonesia
