SYNTHESIS RESULTS OF THE DEVELOPMENT PROCESS FOR ENHANCING COMPETENCY IN MULTI-GRADE TEACHING IN EARLY CHILDHOOD EDUCATION BASED ON LESSON STUDY APPROACH WITH TRANSFORMATIVE LEARNING THEORY FOR STUDENT TEACHERS

Abstract

This article synthesizes a competency enhancement process for multi-grade teaching in early childhood education by integrating the lesson study approach with transformative learning theory. The study employed a documentary research methodology in three phases: 1) reviewing literature and theories on lesson study, transformative learning, and multi-grade teaching competencies; 2) designing data collection and analysis tools, including content validity assessment through the Index of Item-Objective Congruence (IOC); and 3) analyzing qualitative data through content analysis and synthesis. The findings revealed a three-phase development process: reflection and self-preparation, lesson development for collaborative transformation, and exchange for professional growth. The process aimed to enhance seven competencies: curriculum analysis and design, learning experience design, flexible classroom management, learning materials development, collaborative learning environment creation, learning promotion based on individual differences, and teacher role transformation. The synthesis demonstrates how lesson study and transformative learning together foster professional growth and teaching competencies in multi-grade early childhood education.