Analysis of Teacher and Student Communication Patterns in Science Learning: Teacher or Student-Centered? Nurussaniah Nurussaniah (a*), Muhammad Aqmal Nurcahyo (b), Ira Nofita Sari (a), Dwi Fajar Saputri (a)
a) Program Studi Pendidikan Fisika, IKIP PGRI Pontianak, Jalan Ampera Nomor 88 Pontianak, Indonesia
*nurussaniah[at]gmail.com
b) Pendidikan Guru Sekolah Dasar, Universitas Nahdlatul Ulama Kalimantan Barat, Kubu Raya, Indonesia
Abstract
One of the students^ learning activities related to 21st-century skills is the ability to communicate. Therefore, it is necessary to find out how learning tendencies and patterns of communication interaction are built from the learning design that has been planned by the teacher, as this is able to serve as the basis for building more effective learning designs. A descriptive qualitative method was used in this study and the data were obtained from dialogue transcripts in learning material classification and monohybrid inheritance. These data were collected through observation and documentation by using cameras and sound recordings. Afterward, it was analyzed quantitatively and qualitatively by counting the number of words spoken by the teacher and students as well as calculating the frequency of occurrence of important keywords from the concept of the material being taught. The results showed that the learning design is successful in the construction of students^ thinking skills. The students acquire abstract and systematic thinking skills in the first learning and second learning, respectively. These two skills are among the Higher-Order Thinking Skills (HOTS) needed to face the industrial revolution 4.0. Conclusively, when building further learning designs, teachers need to create learning scenarios that is able to stimulate students^ ability to communicate and convey ideas.
Keywords: communication- teacher-centered- student-centered- science- lesson study
Topic: Classroom Based Learning Improvement Practices
