Analisis keterampilan komunikasi pada pembelajaran biologi sekolah menengah atas

Assabai Nizar Urwani, Murni Ramli, Joko Ariyanto

Abstract


Penelitian bertujuan untuk mengetahui dominasi komunikasi scientific pada pembelajaran biologi di kelas X IPA 1, mengetahui dominasi komunikasi scientific pada pembelajaran biologi di kelas XI IPA 1, dan mengetahui hambatan keterampilan komunikasi siswa pada pembelajaran biologi. Penelitian yang dilakukan merupakan penelitian observasi kelas (classroom observation). Observasi dilakukan di dua kelas, yaitu kelas X IPA 1 dan kelas XI IPA 1. Observasi dilakukan selama 5 kali observasi pada masing-masing kelas. Observasi dilakukan dari tanggal 22 Februari 2017 sampai 10 Mei 2017. Observasi dilakukan dengan cara mencatat seluruh komunikasi antara siswa dan guru selama proses pembelajaran biologi. Subjek penelitian adalah siswa kelas X IPA 1 dan XI IPA 1 MAN 2 Surakarta tahun ajaran 2016/2017 pada semester genap. Teknik pengambilan subjek penelitian dilakukan dengan cara purposive sampling berdasarkan pertimbangan dari guru. Teknik pengumpulan data dilakukan dengan cara observasi, wawancara, dan dokumentasi. Analisis data menggunakan matriks kategori VICS Flanders. Hasil penelitian menunjukkan dominasi komunikasi scientific selama observasi di kelas X IPA 1 dan XI IPA 1 adalah dominasi komunikasi yang seimbang atau komunikasi dua arah. Persentase dominasi komunikasi yang seimbang di kelas X IPA 1 adalah 50,26%, sedangkan persentase dominasi komunikasi yang seimbang di kelas XI IPA 1 adalah 43,08%. Hambatan komunikasi scientific siswa, yaitu hambatan psikologis, fisik, semantik, dan proses.


Analysis of communications skill on biology learning high school

 

Abstract

The research aims to find out the dominance of scientific communication in biology learning of class X IPA 1, to find out the dominance of  scientific communication in biology learning of class XI IPA 1, and to find out the communication barriers occurred in the biology learning. The research was a classroom observation research. The observations were conducted in two class (class X IPA 1 and class XI IPA 1). The observations of each class were made five times. The observations were conducted from the 22 February 2017 to 10 May 2017. The observation recorded all communication between students and teacher during the process learning biology. The population of this research was students of class X IPA 1 and XI IPA 1 in MAN 2 Surakarta. The subjects were selected using purposive sampling recommended by the biology teacher. The data were collected by the observations, interviews, and documentations. The data were analyzed using the VICS Flanders matrix. The results showed the dominance of scientific communications in class X IPA 1 and XI IPA 1 of MAN 2 Surakarta was balanced or two-way communication. The percentage of the dominance of scientific communications in class X IPA 1 was 50.26 %. The percentage of the dominance of scientific communications in class XI IPA 1 was 43.08%. The barriers to the students' communications were psychological, physical, semantic, and process.


Keywords


observasi kelas; dominasi komunikasi; komunikasi scientific; VICS flanders; hambatan komunikasi

Full Text:

FULLTEXT PDF

References


Amatari, V. O. (2015). The instructional process : a review of flanders interaction analysis in a classroom setting. International Journal of Secondary Education, 3(5), 43–49.

Chika, O. P. (2012). The extent of students reponses in the classroom. International Journal of Academic Research in Business and Social Sciences, 2(1), 301–307.

Chilwant, K. S. (2012). Comparison of two teaching methods, structured interactive lectures and conventional lectures. Biomedical Research, 23(3), 363–366.

Chung, Y., Yoo, J., Kim, S.-W., Lee, H., & Zeidler, D. L. (2014). Enhancing students communication skills in the science classroom through socioscientific issues. International Journal of Science and Mathematics Education, 1–27.

Dai, Y. (2014). Comparing discussion and lecture pedagogy when teaching oral communication in business course. Research in Higher Education Journal, 1–10.

Frymier, A. B. (2007). Students classroom communication effectiveness. Communication Quarterly, 53(2), 37–41.

Göksoy, S. (2014). Teacher candidates (Pedagogical formation students) communication skills. Creative Education, 5, 1334–1340.

Herlanti, Y. (2006). Tanya jawab seputar penelitian pendidikan sains. Jakarta: Universitas Islam Negeri Syarif Hidayatullah. Retrieved from dhetik.weebly.com/uploads/8/1/1/5/.../tanya-jawab-seputar-penelitian-pendidikan.pdf

Inamullah, H. M., & Hussain, I. (2008). Teacher-student verbal interaction patterns at the tertiary level of education. Contemporary Issues In Education Research, 1(1), 45–50.

Javid, S. A., & Babelan, A. Z.-. (2013). A study on the state of teacher-student verbal interactions during teaching process and its relationship with academic achievement of middle school students in ardabil. International Research Journal of Applied and Basic Sciences, 4(7), 1909–1913.

Kasim, U. (2004). Classroom interaction in the english department speaking class at State University of Malang. Jurnal Ilmu Pendidikan, 11(3), 1–12.

Kirimoglu, H., Levent, I. E., & Oz, A. Ş. (2012). Evaluation of communication skill levels of candidate teachers in term of playing sports or not. Journal Physical Education and Sport, 12(2), 136–143.

Lunenburg, F. C. (2010). Communication : The process, barriers, and improving effectiveness. Journal Schooling, 1(1), 1–11.

Nielsen, K. H. (2012). Scientific communication and the nature of science. Scientific and Education, 1–20. http://doi.org/10.1007/s11191-012-9475-3

Pal, N., Halder, S., & Guha, A. (2016). Study on communication barriers in the classroom. Journal of Communication and Media Technologies, 6(1), 103–118.

Sharifirad, G. R., Rezaeian, M., Jazini, A., & Etemadi, Z. S. (2012). Knowledge, attitude and performance of academic members regarding effective communication skills in education. Journal of Education and Health Promotion, 1(42), 8–13.

Sudjana, N. (2010). Dasar-dasar proses belajar mengajar. Bandung: Sinar Baru Algensindo.

Tutkun, O. F. (2015). Prospective teacher’s communication skills level : Intellectual, emotional and behavioral competencies. Anthropologist, 19(3), 665–672.

Tyagi, R., & Mittal, P. (2013). Interactive classroom verbal behaviour patterns of rural science teachers for secondary schools. Indian Streams Research Journal, 3(2), 1–5.

Winarni, W., Santosa, S., & Ramli, M. (2016). Penerapan model discovery learning untuk meningkatkan oral activities siswa SMA. Bioedukasi, 9(2), 56–62.




DOI: https://doi.org/10.21831/jipi.v4i2.21465

Refbacks

  • There are currently no refbacks.


Copyright (c) 2018 Jurnal Inovasi Pendidikan IPA

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Jurnal Inovasi Pendidikan IPA indexed by:

Creative Commons License
Jurnal Inovasi Pendidikan IPA by http://journal.uny.ac.id/index.php/jipi/index is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

All rights reserved. p-ISSN: 2406-9205 | e-ISSN: 2477-4820

View My Stats