Analysis of Student Communication in the Discovery Learning Model Using Transcript Based Lesson Analysis Asep Irvan irvani (a*), Dian Agus (a)
a) Physics Education, Universitas Garut
Jalan Raya Samarang No. 52A, Garut, 44151, Indonesia
*irvan.irvani[at]uniga.ac.id
Abstract
The purpose of this study was 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 is about Coulomb^s Law. The learning video is taken from one of the open class activities in a series of lesson study activities. The students involved were grade 9 students as many as 16 students. Through descriptive research methods, researchers reveal learning trajectories and student communication methods in learning through learning transcripts that are 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 dialog that appears is just a minimalistic dialog. In core activities, student communication has started to dominate, especially at the collaboration and communication stages. The use of interactive simulation media at the collaboration stage improves communication between students. In the creativity stage, student communication returns to obey and is dominated by the teacher until the closing activity. The lag time between teacher questions and student answers is the key to student responses. When the pause is given too fast, there is no communication from students at almost all stages.
