The development of accounting learning management on curriculum 2013 based on lesson study at vocational school in surakarta city, central java, indonesia

Abstract

Purpose: The purpose of this research is to analysis and to describe the development of accounting learning management on curriculum 2013 based on lesson study. Methodology: This research approach used was research and development. The subject of the study is accounting vocational school teachers at Surakarta. The method research data collection used were observation, interview, and documentation. This research also used focus group discussion. The data analysis technique used interactive analysis that involved: data collection, reduction, display, and verification. Main finding: The research results showed that 1) this following steps did the development of learning: (a) syllabus studying; (b) the learning material identification; (c) the determination of learning goal; (d) the development of learning activity; (e) the explanation of assessment kinds that will be used; f) the division of time allocating and (g) the determination of study resources. 2) The development of learning conducting was done by (a) the learning activity that designed so that teachers can perform the learning process professionally (b) the learning activity was organized to be activated, such as Introduction, main activity, and closing. The main event was explained as: exploration, elaboration, and confirmation, in the form of to observe, to ask, to collect information to socialize and to communicate. 3) The development of learning evaluation was done by using test and nontest in the formed of written test (paper and pencil test) or spoken, job observing, attitude measurement, assessment of job result, such as: assignment, project and/or product, portfolio usage, and self-assessment. Implication: This finding can help accounting Vocational School teachers in managing accounting learning with the 2013 curriculum. Novelty: The results show the development in the management of accounting learning both in the preparation of learning plans, implementation of learning, and evaluation of learning.