Pattern of Analysis Students’ Knowledge Construction Using Transcript-Based Lesson Analysis

Abstract

Constructivism approach is one of the studentcentered learning approaches, students actively build their own knowledge. Social constructivism views that students build new knowledge through their interactions and activities in the classroom, as well as the mediation role of cultural settings and discussion in which the knowledge construction occurs. The purpose of this research is to provide a pattern of analysis of students' knowledge construction using Transcript-based Lesson Analysis (TBLA) through Lesson Study for Learning Community. The method of this research is qualitative descriptive. This research involves students from Secondary School who are taught by a science teacher who is used to following lesson study activities. The learning activities were audio and video recorded. Then the recorded data were transcribed and analyzed. Dialogue analysis related to the students' knowledge construction was analyzed using TBLA that divided a learning process into several segments. The result shows that the profile of students' knowledge construction patterns in science learning consists of 3 segments, namely segment 1 which has a circulation pattern, segment 2 which has a circulation pattern and socialization of the last segment 3 which follows the circulation pattern, socialization and simulation. The role of teacher's questions and students' interaction help students to construct their knowledge.

A TBLA-Based Reflective Learning Model Analysis is Effective as a Technique for Strengthening Students’ Pattern of Learning

“…The above is supported by the results of research conducted by Rahayu et al entitled "Pattern of Analysis Students' Knowledge Construction Using Transcript-Based Lesson Analysis" [19]. The purpose of this research is to provide a pattern of analysis of students' knowledge construction using Transcript-based Lesson Analysis (TBLA) through Lesson Study for Learning Community.…”

Tbla (Transcript Based Lesson Analysis) Untuk Menganalisis Konstruksi Pengetahuan Siswa Pada Materi Besaran Dan Pengukuran

“…The third and final characteristic of TBLA is that in addition to using the traditional formula of learning analysis conducted by a researcher, crosscultural analysis and discussion is formed involving different views from several observers. The analysis of learning transcripts focuses on student dialogue in learning which is then classified based on the type of response as a communicative function that represents the construction of students' knowledge according to Table 2 (Rahayu et al, 2020).…”

“…Through the see stage in Lesson Stady an analysis is carried out and obtains reflections on the learning activities that have been carried out. Learning analysis is a way to see, hear, describe, discuss, and understand interactions between teachers and students during learning (Romagnano et al, 2018) in (Rahayu et al, 2020).…”

Profile of Students’ Critical Thinking Skills on the Concept of Pressure through Collaborative Sharing and Jumping Task

“…The observation sheet used is in the form of a table consisting of a time column, learning activities, and incident notes. The second is an audio recording during the learning process, the results of this recording will be analyzed using the TBLA (Transcript Based Lesson Analysis) method, namely dialogue analysis related to the construction of student knowledge as the main information material which is more accurate and comprehensive from the research subjects (teachers & students) (Rahayu et al, 2020). The third instrument is the Student Worksheet (students' worksheet).…”