Analysis of the Science Learning Process through TBLA-Based Lesson Study (Transcript Based Lesson Analysis)
Abstract
This study is a study that aims to analyze the science learning process through transcript-based lesson study based on lesson analysis. There are 3 main stages in this research, namely the planning stage (plan), implementation (do), and reflection (see) which are carried out in 2 cycles. This research was conducted from January 18, 2021, to February 22, 2021. This research was conducted in class VIII.3 of Al-Falah Islamic Junior High School, Jambi City, totaling 32 students. Data collection in this study used video/audio recordings during the learning process and observation field notes sheets to help strengthen data analysis. The research data were then analyzed using the TBLA analysis technique (Transcript Based Lesson Analysis). The findings from this TBLA analysis are that learning that occurs is not only dominated by the teacher but students also quite dominant in the learning process. This can be seen from the existence of some students who were not active in learning in cycle 1 to become active in learning cycle 2. From the results of this study, it is suggested that teachers can apply this TBLA-based lesson study to improve learning to be more effective, namely to make more students speak in the learning process than the teacher. Such learning is called student-centered learning.
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DOI: https://doi.org/10.36706/sij-ls.v2i1.1
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