CLASSROOM INTERACTION: TEACHER AND STUDENTS PERCEPTION ON DIALOGUE IN PRIMARY SCIENCE CLASSROOM

INTERAKSI DALAM RUANG KELAS : PERSEPSI GURU DAN SISWA MENGENAI DIALOG DALAM PEMBELAJARAN SAINS DI SEKOLAH DASAROOM Abstract This study aims to explore the teachers and students‟ perspective on classroom dialogue and its purpose in primary science classrooms that implement the new integrated curriculum in Indonesia. Research on the process of teaching and learning through classroom talks has been carried out over the last forty or so years. In the field of science education, classroom talks have become a central issue in developed countries within last twenty years. Although research focused in this topic is growing rapidly in Western countries, this is not the case in Indonesia. Few studies have dealt with classroom talk in Indonesia. We gathered our data during a period of four months by video recording, targeting lessons of classroom discussions in two primary schools in the Greater Jakarta area in Indonesia. To support data generated from classroom observation, I interviewed teachers and a sample of students in each class. Data were analysed using sociocultural discourse analysis. This study suggests that providing a room for students to interact and share with each other has changed the approach of learning science in the classroom. Classroom talk both in small groups and involving the whole class altered to pedagogical dynamics from a teacher centered approach to student centered one. The study also reveals that classroom talks did not only encourage students to develop their zone proximal development but also help them to learn the values of democracy. Abstrak Penelitian ini bertujuan untuk mengeksplorasi persepsi dari guru dan siswa sekolah dasar terkait dengan interaksi dan dialog yang terjadi dalam pembelajaran sains di kelas mereka. Penelitian terkait interaksi dan dialog dalam proses belajar mengajar sudah berlangsung selama empat puluh tahun lebih. Dalam bidang pendidikan sains, topik ini baru menjadi salah satu isu sentral penelitian dalam dua puluh tahun terakhir, khususnya di negara maju. Sayangnya di Indonesia, kajian ini belum banyak di teliti. Literatur dan kajian terkait dialog dalam pembelajaran sains baik di sekolah dasar maupun sekolah menengah masih sangat terbatas sekali. Data dalam penelitian ini dikumupulkan dalam kurun waktu empat bulan di salah satu sekolah di wilayah selatan Jabodetabek.. Peneliti melakukan interview dengan guru dan siswa berdasarkan gambar dan video pembelajaran kelas mereka. Data kemudian dianalisa dengan menggunakan diskursus analisis sosio kultural. Dari hasil penelitian terlihat bahwa memberikan kesempatan untuk berinteraksi didalam kelas telah mengubah pendekatan dan dinamika dalam pembelajaran sains. Penelitian ini juga menunjukan bagaiaman interaksi dan dialog dalam pembelajajaran sains tidak hanya membantu mengembangkan kemampuan siswa dalam wilayah zone proximal development mereka, akan tetapi juga mendukung siswa dalam belajar nilai kehidupan termasuk nilai-nilai demokrasi. Ausführliche Beschreibung

Gespeichert in:

Autor*in:	Munasprianto Ramli [verfasserIn] Media Putri Yohana [verfasserIn]

Format:	E-Artikel
Sprache:	Englisch ; Indonesisch

Erschienen:	2018

Schlagwörter:	classroom interaction, classroom dialogue, sociocultural

Übergeordnetes Werk:	In: EDUSAINS - Universitas Islam Negeri Syarif Hidayatullah Jakarta, 2016, 10(2018), 1, Seite 127-134
Übergeordnetes Werk:	volume:10 ; year:2018 ; number:1 ; pages:127-134

Links:	Link aufrufen Link aufrufen Link aufrufen Journal toc Journal toc

DOI / URN:	10.15408/es.v10i1.8092

Katalog-ID:	DOAJ023538783

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520			\|a INTERAKSI DALAM RUANG KELAS : PERSEPSI GURU DAN SISWA MENGENAI DIALOG DALAM PEMBELAJARAN SAINS DI SEKOLAH DASAROOM Abstract This study aims to explore the teachers and students‟ perspective on classroom dialogue and its purpose in primary science classrooms that implement the new integrated curriculum in Indonesia. Research on the process of teaching and learning through classroom talks has been carried out over the last forty or so years. In the field of science education, classroom talks have become a central issue in developed countries within last twenty years. Although research focused in this topic is growing rapidly in Western countries, this is not the case in Indonesia. Few studies have dealt with classroom talk in Indonesia. We gathered our data during a period of four months by video recording, targeting lessons of classroom discussions in two primary schools in the Greater Jakarta area in Indonesia. To support data generated from classroom observation, I interviewed teachers and a sample of students in each class. Data were analysed using sociocultural discourse analysis. This study suggests that providing a room for students to interact and share with each other has changed the approach of learning science in the classroom. Classroom talk both in small groups and involving the whole class altered to pedagogical dynamics from a teacher centered approach to student centered one. The study also reveals that classroom talks did not only encourage students to develop their zone proximal development but also help them to learn the values of democracy. Abstrak Penelitian ini bertujuan untuk mengeksplorasi persepsi dari guru dan siswa sekolah dasar terkait dengan interaksi dan dialog yang terjadi dalam pembelajaran sains di kelas mereka. Penelitian terkait interaksi dan dialog dalam proses belajar mengajar sudah berlangsung selama empat puluh tahun lebih. Dalam bidang pendidikan sains, topik ini baru menjadi salah satu isu sentral penelitian dalam dua puluh tahun terakhir, khususnya di negara maju. Sayangnya di Indonesia, kajian ini belum banyak di teliti. Literatur dan kajian terkait dialog dalam pembelajaran sains baik di sekolah dasar maupun sekolah menengah masih sangat terbatas sekali. Data dalam penelitian ini dikumupulkan dalam kurun waktu empat bulan di salah satu sekolah di wilayah selatan Jabodetabek.. Peneliti melakukan interview dengan guru dan siswa berdasarkan gambar dan video pembelajaran kelas mereka. Data kemudian dianalisa dengan menggunakan diskursus analisis sosio kultural. Dari hasil penelitian terlihat bahwa memberikan kesempatan untuk berinteraksi didalam kelas telah mengubah pendekatan dan dinamika dalam pembelajaran sains. Penelitian ini juga menunjukan bagaiaman interaksi dan dialog dalam pembelajajaran sains tidak hanya membantu mengembangkan kemampuan siswa dalam wilayah zone proximal development mereka, akan tetapi juga mendukung siswa dalam belajar nilai kehidupan termasuk nilai-nilai demokrasi.
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allfields	10.15408/es.v10i1.8092 doi (DE-627)DOAJ023538783 (DE-599)DOAJd9c18172f83c45b893aeca265e84f6fd DE-627 ger DE-627 rakwb eng ind Q1-390 LB5-3640 Munasprianto Ramli verfasserin aut CLASSROOM INTERACTION: TEACHER AND STUDENTS PERCEPTION ON DIALOGUE IN PRIMARY SCIENCE CLASSROOM 2018 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier INTERAKSI DALAM RUANG KELAS : PERSEPSI GURU DAN SISWA MENGENAI DIALOG DALAM PEMBELAJARAN SAINS DI SEKOLAH DASAROOM Abstract This study aims to explore the teachers and students‟ perspective on classroom dialogue and its purpose in primary science classrooms that implement the new integrated curriculum in Indonesia. Research on the process of teaching and learning through classroom talks has been carried out over the last forty or so years. In the field of science education, classroom talks have become a central issue in developed countries within last twenty years. Although research focused in this topic is growing rapidly in Western countries, this is not the case in Indonesia. Few studies have dealt with classroom talk in Indonesia. We gathered our data during a period of four months by video recording, targeting lessons of classroom discussions in two primary schools in the Greater Jakarta area in Indonesia. To support data generated from classroom observation, I interviewed teachers and a sample of students in each class. Data were analysed using sociocultural discourse analysis. This study suggests that providing a room for students to interact and share with each other has changed the approach of learning science in the classroom. Classroom talk both in small groups and involving the whole class altered to pedagogical dynamics from a teacher centered approach to student centered one. The study also reveals that classroom talks did not only encourage students to develop their zone proximal development but also help them to learn the values of democracy. Abstrak Penelitian ini bertujuan untuk mengeksplorasi persepsi dari guru dan siswa sekolah dasar terkait dengan interaksi dan dialog yang terjadi dalam pembelajaran sains di kelas mereka. Penelitian terkait interaksi dan dialog dalam proses belajar mengajar sudah berlangsung selama empat puluh tahun lebih. Dalam bidang pendidikan sains, topik ini baru menjadi salah satu isu sentral penelitian dalam dua puluh tahun terakhir, khususnya di negara maju. Sayangnya di Indonesia, kajian ini belum banyak di teliti. Literatur dan kajian terkait dialog dalam pembelajaran sains baik di sekolah dasar maupun sekolah menengah masih sangat terbatas sekali. Data dalam penelitian ini dikumupulkan dalam kurun waktu empat bulan di salah satu sekolah di wilayah selatan Jabodetabek.. Peneliti melakukan interview dengan guru dan siswa berdasarkan gambar dan video pembelajaran kelas mereka. Data kemudian dianalisa dengan menggunakan diskursus analisis sosio kultural. Dari hasil penelitian terlihat bahwa memberikan kesempatan untuk berinteraksi didalam kelas telah mengubah pendekatan dan dinamika dalam pembelajaran sains. Penelitian ini juga menunjukan bagaiaman interaksi dan dialog dalam pembelajajaran sains tidak hanya membantu mengembangkan kemampuan siswa dalam wilayah zone proximal development mereka, akan tetapi juga mendukung siswa dalam belajar nilai kehidupan termasuk nilai-nilai demokrasi. classroom interaction, classroom dialogue, sociocultural Science (General) Theory and practice of education Media Putri Yohana verfasserin aut In EDUSAINS Universitas Islam Negeri Syarif Hidayatullah Jakarta, 2016 10(2018), 1, Seite 127-134 (DE-627)1760642835 24431281 nnns volume:10 year:2018 number:1 pages:127-134 https://doi.org/10.15408/es.v10i1.8092 kostenfrei https://doaj.org/article/d9c18172f83c45b893aeca265e84f6fd kostenfrei http://journal.uinjkt.ac.id/index.php/edusains/article/view/8092 kostenfrei https://doaj.org/toc/1979-7281 Journal toc kostenfrei https://doaj.org/toc/2443-1281 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ AR 10 2018 1 127-134
spelling	10.15408/es.v10i1.8092 doi (DE-627)DOAJ023538783 (DE-599)DOAJd9c18172f83c45b893aeca265e84f6fd DE-627 ger DE-627 rakwb eng ind Q1-390 LB5-3640 Munasprianto Ramli verfasserin aut CLASSROOM INTERACTION: TEACHER AND STUDENTS PERCEPTION ON DIALOGUE IN PRIMARY SCIENCE CLASSROOM 2018 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier INTERAKSI DALAM RUANG KELAS : PERSEPSI GURU DAN SISWA MENGENAI DIALOG DALAM PEMBELAJARAN SAINS DI SEKOLAH DASAROOM Abstract This study aims to explore the teachers and students‟ perspective on classroom dialogue and its purpose in primary science classrooms that implement the new integrated curriculum in Indonesia. Research on the process of teaching and learning through classroom talks has been carried out over the last forty or so years. In the field of science education, classroom talks have become a central issue in developed countries within last twenty years. Although research focused in this topic is growing rapidly in Western countries, this is not the case in Indonesia. Few studies have dealt with classroom talk in Indonesia. We gathered our data during a period of four months by video recording, targeting lessons of classroom discussions in two primary schools in the Greater Jakarta area in Indonesia. To support data generated from classroom observation, I interviewed teachers and a sample of students in each class. Data were analysed using sociocultural discourse analysis. This study suggests that providing a room for students to interact and share with each other has changed the approach of learning science in the classroom. Classroom talk both in small groups and involving the whole class altered to pedagogical dynamics from a teacher centered approach to student centered one. The study also reveals that classroom talks did not only encourage students to develop their zone proximal development but also help them to learn the values of democracy. Abstrak Penelitian ini bertujuan untuk mengeksplorasi persepsi dari guru dan siswa sekolah dasar terkait dengan interaksi dan dialog yang terjadi dalam pembelajaran sains di kelas mereka. Penelitian terkait interaksi dan dialog dalam proses belajar mengajar sudah berlangsung selama empat puluh tahun lebih. Dalam bidang pendidikan sains, topik ini baru menjadi salah satu isu sentral penelitian dalam dua puluh tahun terakhir, khususnya di negara maju. Sayangnya di Indonesia, kajian ini belum banyak di teliti. Literatur dan kajian terkait dialog dalam pembelajaran sains baik di sekolah dasar maupun sekolah menengah masih sangat terbatas sekali. Data dalam penelitian ini dikumupulkan dalam kurun waktu empat bulan di salah satu sekolah di wilayah selatan Jabodetabek.. Peneliti melakukan interview dengan guru dan siswa berdasarkan gambar dan video pembelajaran kelas mereka. Data kemudian dianalisa dengan menggunakan diskursus analisis sosio kultural. Dari hasil penelitian terlihat bahwa memberikan kesempatan untuk berinteraksi didalam kelas telah mengubah pendekatan dan dinamika dalam pembelajaran sains. Penelitian ini juga menunjukan bagaiaman interaksi dan dialog dalam pembelajajaran sains tidak hanya membantu mengembangkan kemampuan siswa dalam wilayah zone proximal development mereka, akan tetapi juga mendukung siswa dalam belajar nilai kehidupan termasuk nilai-nilai demokrasi. classroom interaction, classroom dialogue, sociocultural Science (General) Theory and practice of education Media Putri Yohana verfasserin aut In EDUSAINS Universitas Islam Negeri Syarif Hidayatullah Jakarta, 2016 10(2018), 1, Seite 127-134 (DE-627)1760642835 24431281 nnns volume:10 year:2018 number:1 pages:127-134 https://doi.org/10.15408/es.v10i1.8092 kostenfrei https://doaj.org/article/d9c18172f83c45b893aeca265e84f6fd kostenfrei http://journal.uinjkt.ac.id/index.php/edusains/article/view/8092 kostenfrei https://doaj.org/toc/1979-7281 Journal toc kostenfrei https://doaj.org/toc/2443-1281 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ AR 10 2018 1 127-134
allfields_unstemmed	10.15408/es.v10i1.8092 doi (DE-627)DOAJ023538783 (DE-599)DOAJd9c18172f83c45b893aeca265e84f6fd DE-627 ger DE-627 rakwb eng ind Q1-390 LB5-3640 Munasprianto Ramli verfasserin aut CLASSROOM INTERACTION: TEACHER AND STUDENTS PERCEPTION ON DIALOGUE IN PRIMARY SCIENCE CLASSROOM 2018 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier INTERAKSI DALAM RUANG KELAS : PERSEPSI GURU DAN SISWA MENGENAI DIALOG DALAM PEMBELAJARAN SAINS DI SEKOLAH DASAROOM Abstract This study aims to explore the teachers and students‟ perspective on classroom dialogue and its purpose in primary science classrooms that implement the new integrated curriculum in Indonesia. Research on the process of teaching and learning through classroom talks has been carried out over the last forty or so years. In the field of science education, classroom talks have become a central issue in developed countries within last twenty years. Although research focused in this topic is growing rapidly in Western countries, this is not the case in Indonesia. Few studies have dealt with classroom talk in Indonesia. We gathered our data during a period of four months by video recording, targeting lessons of classroom discussions in two primary schools in the Greater Jakarta area in Indonesia. To support data generated from classroom observation, I interviewed teachers and a sample of students in each class. Data were analysed using sociocultural discourse analysis. This study suggests that providing a room for students to interact and share with each other has changed the approach of learning science in the classroom. Classroom talk both in small groups and involving the whole class altered to pedagogical dynamics from a teacher centered approach to student centered one. The study also reveals that classroom talks did not only encourage students to develop their zone proximal development but also help them to learn the values of democracy. Abstrak Penelitian ini bertujuan untuk mengeksplorasi persepsi dari guru dan siswa sekolah dasar terkait dengan interaksi dan dialog yang terjadi dalam pembelajaran sains di kelas mereka. Penelitian terkait interaksi dan dialog dalam proses belajar mengajar sudah berlangsung selama empat puluh tahun lebih. Dalam bidang pendidikan sains, topik ini baru menjadi salah satu isu sentral penelitian dalam dua puluh tahun terakhir, khususnya di negara maju. Sayangnya di Indonesia, kajian ini belum banyak di teliti. Literatur dan kajian terkait dialog dalam pembelajaran sains baik di sekolah dasar maupun sekolah menengah masih sangat terbatas sekali. Data dalam penelitian ini dikumupulkan dalam kurun waktu empat bulan di salah satu sekolah di wilayah selatan Jabodetabek.. Peneliti melakukan interview dengan guru dan siswa berdasarkan gambar dan video pembelajaran kelas mereka. Data kemudian dianalisa dengan menggunakan diskursus analisis sosio kultural. Dari hasil penelitian terlihat bahwa memberikan kesempatan untuk berinteraksi didalam kelas telah mengubah pendekatan dan dinamika dalam pembelajaran sains. Penelitian ini juga menunjukan bagaiaman interaksi dan dialog dalam pembelajajaran sains tidak hanya membantu mengembangkan kemampuan siswa dalam wilayah zone proximal development mereka, akan tetapi juga mendukung siswa dalam belajar nilai kehidupan termasuk nilai-nilai demokrasi. classroom interaction, classroom dialogue, sociocultural Science (General) Theory and practice of education Media Putri Yohana verfasserin aut In EDUSAINS Universitas Islam Negeri Syarif Hidayatullah Jakarta, 2016 10(2018), 1, Seite 127-134 (DE-627)1760642835 24431281 nnns volume:10 year:2018 number:1 pages:127-134 https://doi.org/10.15408/es.v10i1.8092 kostenfrei https://doaj.org/article/d9c18172f83c45b893aeca265e84f6fd kostenfrei http://journal.uinjkt.ac.id/index.php/edusains/article/view/8092 kostenfrei https://doaj.org/toc/1979-7281 Journal toc kostenfrei https://doaj.org/toc/2443-1281 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ AR 10 2018 1 127-134
allfieldsGer	10.15408/es.v10i1.8092 doi (DE-627)DOAJ023538783 (DE-599)DOAJd9c18172f83c45b893aeca265e84f6fd DE-627 ger DE-627 rakwb eng ind Q1-390 LB5-3640 Munasprianto Ramli verfasserin aut CLASSROOM INTERACTION: TEACHER AND STUDENTS PERCEPTION ON DIALOGUE IN PRIMARY SCIENCE CLASSROOM 2018 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier INTERAKSI DALAM RUANG KELAS : PERSEPSI GURU DAN SISWA MENGENAI DIALOG DALAM PEMBELAJARAN SAINS DI SEKOLAH DASAROOM Abstract This study aims to explore the teachers and students‟ perspective on classroom dialogue and its purpose in primary science classrooms that implement the new integrated curriculum in Indonesia. Research on the process of teaching and learning through classroom talks has been carried out over the last forty or so years. In the field of science education, classroom talks have become a central issue in developed countries within last twenty years. Although research focused in this topic is growing rapidly in Western countries, this is not the case in Indonesia. Few studies have dealt with classroom talk in Indonesia. We gathered our data during a period of four months by video recording, targeting lessons of classroom discussions in two primary schools in the Greater Jakarta area in Indonesia. To support data generated from classroom observation, I interviewed teachers and a sample of students in each class. Data were analysed using sociocultural discourse analysis. This study suggests that providing a room for students to interact and share with each other has changed the approach of learning science in the classroom. Classroom talk both in small groups and involving the whole class altered to pedagogical dynamics from a teacher centered approach to student centered one. The study also reveals that classroom talks did not only encourage students to develop their zone proximal development but also help them to learn the values of democracy. Abstrak Penelitian ini bertujuan untuk mengeksplorasi persepsi dari guru dan siswa sekolah dasar terkait dengan interaksi dan dialog yang terjadi dalam pembelajaran sains di kelas mereka. Penelitian terkait interaksi dan dialog dalam proses belajar mengajar sudah berlangsung selama empat puluh tahun lebih. Dalam bidang pendidikan sains, topik ini baru menjadi salah satu isu sentral penelitian dalam dua puluh tahun terakhir, khususnya di negara maju. Sayangnya di Indonesia, kajian ini belum banyak di teliti. Literatur dan kajian terkait dialog dalam pembelajaran sains baik di sekolah dasar maupun sekolah menengah masih sangat terbatas sekali. Data dalam penelitian ini dikumupulkan dalam kurun waktu empat bulan di salah satu sekolah di wilayah selatan Jabodetabek.. Peneliti melakukan interview dengan guru dan siswa berdasarkan gambar dan video pembelajaran kelas mereka. Data kemudian dianalisa dengan menggunakan diskursus analisis sosio kultural. Dari hasil penelitian terlihat bahwa memberikan kesempatan untuk berinteraksi didalam kelas telah mengubah pendekatan dan dinamika dalam pembelajaran sains. Penelitian ini juga menunjukan bagaiaman interaksi dan dialog dalam pembelajajaran sains tidak hanya membantu mengembangkan kemampuan siswa dalam wilayah zone proximal development mereka, akan tetapi juga mendukung siswa dalam belajar nilai kehidupan termasuk nilai-nilai demokrasi. classroom interaction, classroom dialogue, sociocultural Science (General) Theory and practice of education Media Putri Yohana verfasserin aut In EDUSAINS Universitas Islam Negeri Syarif Hidayatullah Jakarta, 2016 10(2018), 1, Seite 127-134 (DE-627)1760642835 24431281 nnns volume:10 year:2018 number:1 pages:127-134 https://doi.org/10.15408/es.v10i1.8092 kostenfrei https://doaj.org/article/d9c18172f83c45b893aeca265e84f6fd kostenfrei http://journal.uinjkt.ac.id/index.php/edusains/article/view/8092 kostenfrei https://doaj.org/toc/1979-7281 Journal toc kostenfrei https://doaj.org/toc/2443-1281 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ AR 10 2018 1 127-134
allfieldsSound	10.15408/es.v10i1.8092 doi (DE-627)DOAJ023538783 (DE-599)DOAJd9c18172f83c45b893aeca265e84f6fd DE-627 ger DE-627 rakwb eng ind Q1-390 LB5-3640 Munasprianto Ramli verfasserin aut CLASSROOM INTERACTION: TEACHER AND STUDENTS PERCEPTION ON DIALOGUE IN PRIMARY SCIENCE CLASSROOM 2018 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier INTERAKSI DALAM RUANG KELAS : PERSEPSI GURU DAN SISWA MENGENAI DIALOG DALAM PEMBELAJARAN SAINS DI SEKOLAH DASAROOM Abstract This study aims to explore the teachers and students‟ perspective on classroom dialogue and its purpose in primary science classrooms that implement the new integrated curriculum in Indonesia. Research on the process of teaching and learning through classroom talks has been carried out over the last forty or so years. In the field of science education, classroom talks have become a central issue in developed countries within last twenty years. Although research focused in this topic is growing rapidly in Western countries, this is not the case in Indonesia. Few studies have dealt with classroom talk in Indonesia. We gathered our data during a period of four months by video recording, targeting lessons of classroom discussions in two primary schools in the Greater Jakarta area in Indonesia. To support data generated from classroom observation, I interviewed teachers and a sample of students in each class. Data were analysed using sociocultural discourse analysis. This study suggests that providing a room for students to interact and share with each other has changed the approach of learning science in the classroom. Classroom talk both in small groups and involving the whole class altered to pedagogical dynamics from a teacher centered approach to student centered one. The study also reveals that classroom talks did not only encourage students to develop their zone proximal development but also help them to learn the values of democracy. Abstrak Penelitian ini bertujuan untuk mengeksplorasi persepsi dari guru dan siswa sekolah dasar terkait dengan interaksi dan dialog yang terjadi dalam pembelajaran sains di kelas mereka. Penelitian terkait interaksi dan dialog dalam proses belajar mengajar sudah berlangsung selama empat puluh tahun lebih. Dalam bidang pendidikan sains, topik ini baru menjadi salah satu isu sentral penelitian dalam dua puluh tahun terakhir, khususnya di negara maju. Sayangnya di Indonesia, kajian ini belum banyak di teliti. Literatur dan kajian terkait dialog dalam pembelajaran sains baik di sekolah dasar maupun sekolah menengah masih sangat terbatas sekali. Data dalam penelitian ini dikumupulkan dalam kurun waktu empat bulan di salah satu sekolah di wilayah selatan Jabodetabek.. Peneliti melakukan interview dengan guru dan siswa berdasarkan gambar dan video pembelajaran kelas mereka. Data kemudian dianalisa dengan menggunakan diskursus analisis sosio kultural. Dari hasil penelitian terlihat bahwa memberikan kesempatan untuk berinteraksi didalam kelas telah mengubah pendekatan dan dinamika dalam pembelajaran sains. Penelitian ini juga menunjukan bagaiaman interaksi dan dialog dalam pembelajajaran sains tidak hanya membantu mengembangkan kemampuan siswa dalam wilayah zone proximal development mereka, akan tetapi juga mendukung siswa dalam belajar nilai kehidupan termasuk nilai-nilai demokrasi. classroom interaction, classroom dialogue, sociocultural Science (General) Theory and practice of education Media Putri Yohana verfasserin aut In EDUSAINS Universitas Islam Negeri Syarif Hidayatullah Jakarta, 2016 10(2018), 1, Seite 127-134 (DE-627)1760642835 24431281 nnns volume:10 year:2018 number:1 pages:127-134 https://doi.org/10.15408/es.v10i1.8092 kostenfrei https://doaj.org/article/d9c18172f83c45b893aeca265e84f6fd kostenfrei http://journal.uinjkt.ac.id/index.php/edusains/article/view/8092 kostenfrei https://doaj.org/toc/1979-7281 Journal toc kostenfrei https://doaj.org/toc/2443-1281 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ AR 10 2018 1 127-134
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title_auth	CLASSROOM INTERACTION: TEACHER AND STUDENTS PERCEPTION ON DIALOGUE IN PRIMARY SCIENCE CLASSROOM
abstract	INTERAKSI DALAM RUANG KELAS : PERSEPSI GURU DAN SISWA MENGENAI DIALOG DALAM PEMBELAJARAN SAINS DI SEKOLAH DASAROOM Abstract This study aims to explore the teachers and students‟ perspective on classroom dialogue and its purpose in primary science classrooms that implement the new integrated curriculum in Indonesia. Research on the process of teaching and learning through classroom talks has been carried out over the last forty or so years. In the field of science education, classroom talks have become a central issue in developed countries within last twenty years. Although research focused in this topic is growing rapidly in Western countries, this is not the case in Indonesia. Few studies have dealt with classroom talk in Indonesia. We gathered our data during a period of four months by video recording, targeting lessons of classroom discussions in two primary schools in the Greater Jakarta area in Indonesia. To support data generated from classroom observation, I interviewed teachers and a sample of students in each class. Data were analysed using sociocultural discourse analysis. This study suggests that providing a room for students to interact and share with each other has changed the approach of learning science in the classroom. Classroom talk both in small groups and involving the whole class altered to pedagogical dynamics from a teacher centered approach to student centered one. The study also reveals that classroom talks did not only encourage students to develop their zone proximal development but also help them to learn the values of democracy. Abstrak Penelitian ini bertujuan untuk mengeksplorasi persepsi dari guru dan siswa sekolah dasar terkait dengan interaksi dan dialog yang terjadi dalam pembelajaran sains di kelas mereka. Penelitian terkait interaksi dan dialog dalam proses belajar mengajar sudah berlangsung selama empat puluh tahun lebih. Dalam bidang pendidikan sains, topik ini baru menjadi salah satu isu sentral penelitian dalam dua puluh tahun terakhir, khususnya di negara maju. Sayangnya di Indonesia, kajian ini belum banyak di teliti. Literatur dan kajian terkait dialog dalam pembelajaran sains baik di sekolah dasar maupun sekolah menengah masih sangat terbatas sekali. Data dalam penelitian ini dikumupulkan dalam kurun waktu empat bulan di salah satu sekolah di wilayah selatan Jabodetabek.. Peneliti melakukan interview dengan guru dan siswa berdasarkan gambar dan video pembelajaran kelas mereka. Data kemudian dianalisa dengan menggunakan diskursus analisis sosio kultural. Dari hasil penelitian terlihat bahwa memberikan kesempatan untuk berinteraksi didalam kelas telah mengubah pendekatan dan dinamika dalam pembelajaran sains. Penelitian ini juga menunjukan bagaiaman interaksi dan dialog dalam pembelajajaran sains tidak hanya membantu mengembangkan kemampuan siswa dalam wilayah zone proximal development mereka, akan tetapi juga mendukung siswa dalam belajar nilai kehidupan termasuk nilai-nilai demokrasi.
abstractGer	INTERAKSI DALAM RUANG KELAS : PERSEPSI GURU DAN SISWA MENGENAI DIALOG DALAM PEMBELAJARAN SAINS DI SEKOLAH DASAROOM Abstract This study aims to explore the teachers and students‟ perspective on classroom dialogue and its purpose in primary science classrooms that implement the new integrated curriculum in Indonesia. Research on the process of teaching and learning through classroom talks has been carried out over the last forty or so years. In the field of science education, classroom talks have become a central issue in developed countries within last twenty years. Although research focused in this topic is growing rapidly in Western countries, this is not the case in Indonesia. Few studies have dealt with classroom talk in Indonesia. We gathered our data during a period of four months by video recording, targeting lessons of classroom discussions in two primary schools in the Greater Jakarta area in Indonesia. To support data generated from classroom observation, I interviewed teachers and a sample of students in each class. Data were analysed using sociocultural discourse analysis. This study suggests that providing a room for students to interact and share with each other has changed the approach of learning science in the classroom. Classroom talk both in small groups and involving the whole class altered to pedagogical dynamics from a teacher centered approach to student centered one. The study also reveals that classroom talks did not only encourage students to develop their zone proximal development but also help them to learn the values of democracy. Abstrak Penelitian ini bertujuan untuk mengeksplorasi persepsi dari guru dan siswa sekolah dasar terkait dengan interaksi dan dialog yang terjadi dalam pembelajaran sains di kelas mereka. Penelitian terkait interaksi dan dialog dalam proses belajar mengajar sudah berlangsung selama empat puluh tahun lebih. Dalam bidang pendidikan sains, topik ini baru menjadi salah satu isu sentral penelitian dalam dua puluh tahun terakhir, khususnya di negara maju. Sayangnya di Indonesia, kajian ini belum banyak di teliti. Literatur dan kajian terkait dialog dalam pembelajaran sains baik di sekolah dasar maupun sekolah menengah masih sangat terbatas sekali. Data dalam penelitian ini dikumupulkan dalam kurun waktu empat bulan di salah satu sekolah di wilayah selatan Jabodetabek.. Peneliti melakukan interview dengan guru dan siswa berdasarkan gambar dan video pembelajaran kelas mereka. Data kemudian dianalisa dengan menggunakan diskursus analisis sosio kultural. Dari hasil penelitian terlihat bahwa memberikan kesempatan untuk berinteraksi didalam kelas telah mengubah pendekatan dan dinamika dalam pembelajaran sains. Penelitian ini juga menunjukan bagaiaman interaksi dan dialog dalam pembelajajaran sains tidak hanya membantu mengembangkan kemampuan siswa dalam wilayah zone proximal development mereka, akan tetapi juga mendukung siswa dalam belajar nilai kehidupan termasuk nilai-nilai demokrasi.
abstract_unstemmed	INTERAKSI DALAM RUANG KELAS : PERSEPSI GURU DAN SISWA MENGENAI DIALOG DALAM PEMBELAJARAN SAINS DI SEKOLAH DASAROOM Abstract This study aims to explore the teachers and students‟ perspective on classroom dialogue and its purpose in primary science classrooms that implement the new integrated curriculum in Indonesia. Research on the process of teaching and learning through classroom talks has been carried out over the last forty or so years. In the field of science education, classroom talks have become a central issue in developed countries within last twenty years. Although research focused in this topic is growing rapidly in Western countries, this is not the case in Indonesia. Few studies have dealt with classroom talk in Indonesia. We gathered our data during a period of four months by video recording, targeting lessons of classroom discussions in two primary schools in the Greater Jakarta area in Indonesia. To support data generated from classroom observation, I interviewed teachers and a sample of students in each class. Data were analysed using sociocultural discourse analysis. This study suggests that providing a room for students to interact and share with each other has changed the approach of learning science in the classroom. Classroom talk both in small groups and involving the whole class altered to pedagogical dynamics from a teacher centered approach to student centered one. The study also reveals that classroom talks did not only encourage students to develop their zone proximal development but also help them to learn the values of democracy. Abstrak Penelitian ini bertujuan untuk mengeksplorasi persepsi dari guru dan siswa sekolah dasar terkait dengan interaksi dan dialog yang terjadi dalam pembelajaran sains di kelas mereka. Penelitian terkait interaksi dan dialog dalam proses belajar mengajar sudah berlangsung selama empat puluh tahun lebih. Dalam bidang pendidikan sains, topik ini baru menjadi salah satu isu sentral penelitian dalam dua puluh tahun terakhir, khususnya di negara maju. Sayangnya di Indonesia, kajian ini belum banyak di teliti. Literatur dan kajian terkait dialog dalam pembelajaran sains baik di sekolah dasar maupun sekolah menengah masih sangat terbatas sekali. Data dalam penelitian ini dikumupulkan dalam kurun waktu empat bulan di salah satu sekolah di wilayah selatan Jabodetabek.. Peneliti melakukan interview dengan guru dan siswa berdasarkan gambar dan video pembelajaran kelas mereka. Data kemudian dianalisa dengan menggunakan diskursus analisis sosio kultural. Dari hasil penelitian terlihat bahwa memberikan kesempatan untuk berinteraksi didalam kelas telah mengubah pendekatan dan dinamika dalam pembelajaran sains. Penelitian ini juga menunjukan bagaiaman interaksi dan dialog dalam pembelajajaran sains tidak hanya membantu mengembangkan kemampuan siswa dalam wilayah zone proximal development mereka, akan tetapi juga mendukung siswa dalam belajar nilai kehidupan termasuk nilai-nilai demokrasi.
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title_short	CLASSROOM INTERACTION: TEACHER AND STUDENTS PERCEPTION ON DIALOGUE IN PRIMARY SCIENCE CLASSROOM
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