ANALISIS MODEL PEMBELAJARAN DAN IDENTIFIKASI 2C SISWA SMP DALAM PEMBELAJARAN MATEMATIKA MELALUI TBLA

https://doi.org/10.30605/pedagogy.v7i2.2099

Authors

  • Hasan Basri Universitas Madura
  • Regita Dwi Andari Universitas Madura
  • Chairul Fajar Tafrilyanto Universitas Madura
  • Harfin Lanya Universitas Madura

Keywords:

berpikir kreatif, komunikasi, model pembelajaran, TBLA

Abstract

Penelitian ini bertujuan untuk menganalisis model pembelajaran yang digunakan oleh guru, mendeskripsikan kemampuan berpikir kreatif dan komunikasi siswa dalam pembelajaran matematika berdasarkan hasil  Trancript Based Learning Analysis (TBLA). Jenis penelitian ini adalah penelitian deskriptif dengan pendekatan kualitatif. Instrumen pendukung berupa video pembelajaran yang akan ditranskrip dan dianalisis. Berdasarkan hasil analisis berdasarkan jumlah huruf dapat diketahui bahwa kecenderungan transkrip didominasi oleh guru (TCL). Dalam kegiatan pembelajaran, guru lebih mendominasi percakapan sebanyak 79%. Sedangkan siswa hanya 21% percakapan. Guru lebih banyak bertanya dan memberikan arahan kepada siswa. Sedangkan siswa lebih banyak merespon guru daripada mengungkapkan ide atau pendapat (inisiasi). Hasil analisis berdasarkan kategorisasi berpikir kreatif hanya terdapat fluency dan novelty yaitu sebanyak 81% F, sebanyak 19% N, sebanyak 0% K. Sedangkan Hasil analisis berdasarkan kategorisasi komunikasi  dengan TBLA dapat diketahui bahwa sebanyak 64% mengarah pada percakapan guru selama proses pembelajaran, 35% adalah percakapan siswa baik PS1 maupun PS2 dan sisa percakapan yaitu 1% adalah DM atau hening. Dimana guru lebih banyak bertanya dan memberikan arahan kepada siswa, Sedangkan siswa lebih banyak merespon guru daripada mengungkapkan ide atau pendapat (inisiasi).

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Published

2022-11-24

How to Cite

Hasan Basri, Andari, R. D. ., Tafrilyanto, C. F. ., & Lanya, H. . (2022). ANALISIS MODEL PEMBELAJARAN DAN IDENTIFIKASI 2C SISWA SMP DALAM PEMBELAJARAN MATEMATIKA MELALUI TBLA. Pedagogy: Jurnal Pendidikan Matematika, 7(2), 146–160. https://doi.org/10.30605/pedagogy.v7i2.2099

Issue

Vol. 7 No. 2 (2022): Pedagogy : Jurnal Pendidikan Matematika

Section

Articles

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