Published date:Apr 26 2024

Journal Title: KnE Social Sciences

Issue title: International Conference on Mathematics and Science Education (ICMScE 2022): Learning Models and Teaching Approaches

Pages:695–703

DOI: 10.18502/kss.v9i13.15974

Asep Irvan Irvaniirvan.irvani@uniga.ac.idDepartment of Physics Education, University of Garut, Garut, Indonesia

Dian AgusDepartment of Physics Education, University of Garut, Garut, Indonesia

This study aimed to analyze student and teacher communication in discovery learning through transcript-based lesson analysis (TBLA). The research was conducted in one of the junior high schools in Garut Regency on science subjects. The learning material studied in this research was about Coulomb’s Law. The learning video was taken from one of the open class activities from a series of lesson study activities. As many as 16 students of grade 9 were included in the study. Through descriptive research methods, researchers revealed learning trajectories and student communication methods while learning through the transcripts made. Learning activities are divided into three main parts, namely introduction, core activities, and closing. There are five stages in the core activity, namely literacy activities, critical thinking, collaboration, communication, and creativity. The results of the analysis show that in the preliminary activity, communication is dominated by the teacher. The dialogue that appears is just a minimalistic dialogue. In core activities, student communication had started to dominate, especially at the collaboration and communication stages. The use of interactive simulation media at the collaboration stage improved the communication between students. The creativity stage was mostly dominated by the teacher, until the closing activity, and less by student communication. The lag time between teacher questions and student answers is the key to student responses. When the pause is given too quickly, there was no communication from students at almost all stages.

Keywords: student communication, discovery learning, transcript-based lesson

[1] Nugraha I, Widodo A, Riandi R. Refleksi diri dan pengetahuan pedagogi konten guru biologi smp melalui analisis rekaman video pembelajaran. Jurnal Pendidikan Sains Indonesia. 2020;8(1):10–26.

[2] Abizar H. Buku Master Lesson Study. Diva Press; 2017.

[3] Susanti, N., Murzanita, M., & Lestari, “Analisis proses pembelajaran IPA pada materi cahaya melalui lesson study berbasis TBLA (transcript based lesson analysis) di kelas VIII. 2 SMP Islam Al-Falah Kota Jambi.,”. Jurnal Pembelajaran Fisika. 2021;10(2):56–61.

[4] Winarti A, Saadi P, Rajiani I. Applying transcript based lesson analysis in enhancing communication pattern between teacher and students in chemistry classroom. European Journal of Educational Research. 2021;10(2):975–87.

[5] Sadidah A, Irvani AI. “Analisis penggunaan simulasi interaktif dalam pembelajaran pada topik Hukum Coulomb.” Jurnal Pendidikan dan Ilmu Fisika. vol. 1, no. 2, p. 69, 2021. https://doi.org/10.52434/jpif.v1i2.1508.

[6] Sudrajat AK. Meninjau lesson study sebagai sarana pengaplikasian kurikulum 2013. Pros. Seminar Pend. IPA Pascasarjana UM. 2017;2(November):390–5.

[7] Mutiani M, Warmansyah Abbas E, Syaharuddin S, Susanto H. “Membangun komunitas belajar melalui Lesson Study model Transcript Based Learning Analysis (TBLA) dalam pembelajaran sejarah.,” Historia: Jurnal Pendidik dan Peneliti Sejarah. vol. 3, no. 2, pp. 113–122, 2020. https://doi.org/10.17509/historia.v3i2.23440.