INTERAKSI KULIAH DARING DI STKIP MUHAMMADIYAH SUNGAI PENUH
DOI:
https://doi.org/10.31764/pendekar.v5i2.9330Keywords:
Interaksi, Pembelajaran daring, Model FIAC, Model BIAS.Abstract
Abstrak: Penelitian ini bertujuan untuk melihat bagaimana pola interaksi daring pada perkuliahan yang terjadi di STKIP Muhammadiyah Sungai Penuh. Interaksi tersebut dianalisa dengan menggunakan tiga teori, yaitu pertama teori Analisis dilakukan dengan tahapan: pembuatan transkrip prose belajar mengajar, pengkodean, pengklasifikasian pola interaksi kelas berdasarkan teori El-Hanafi (2013), karakteristik interaksi model FIAC (Flander Interaction Analysis Code) dan Model BIAS (Brown Interaction Analysis System). Objek penelitian ini adalah enam kelas pada enam program studi yang tersedia di STKIP Muhammadiyah Sungai Penuh yang diambil secara acak. Temuan dalam penelitian ini adalah sebagai berikut: Pertama, pola interaksi dengan menggunakan teori El-Hanafi (2013) ditemukan pola interaksi dua arah (48%), dimana mayoritas dosen lebih sering berbicara dan direspon mahasiswa pada topik tunggal, dan interaksi yang mereka lakukan berhenti untuk topik itu, lalu beralih ke topik yang lain. Kedua, pada model FIAC, karakteristik interaksi daring yang dominan ditemukan adalah lintas materi (44%), dimana karakteristik interaksi tersebut ditandai dengan dominasi dosen dengan memberikan materi berupa penjelasan, memberikan contoh, bertanya, dan sebagainya, sehingga peran mahasiswa tidak begitu menonjol dalam interaksi yang terjadi tersebut. Ketiga, pada model BIAS, yaitu menemukan respon mahasiswa (37%)Â mendominasi interaksi perkuliahan daring yang merupakan dampak dari ceramah dosen (18%) dan pertanyaan yang diajukan oleh dosen (27%). Kesimpulan dari ketiga teori tersebut adalah interaksi kelas daring di STKIP Muhammadiyah Sungai Penuh didominasi oleh dosen.
Abstract: This study aims to see how the pattern of online interaction in lectures that occurs at STKIP Muhammadiyah Sungai Penuh. The interaction was analyzed using three theories, namely first the theory The analysis is carried out with stages: making transcripts of teaching and learning procedures, coding, classifying class interaction patterns based on El-Hanafi theory (2013), interaction characteristics of the FIAC model (Flander Interaction Analysis Code) and THE BIAS Model (Brown Interaction Analysis System). The object of this study was six classes in six study programs available at STKIP Muhammadiyah Sungai Penuh which were taken randomly. The findings in this study are as follows: First, interaction patterns using El-Hanafi theory (2013) found a two-way interaction pattern (48%), where the majority of lecturers talked more often and responded to students on a single topic, and the interaction they made to stop that topic, then moved on to another topic. Second, in the FIAC model, the dominant characteristics of online interaction found are cross-material (44%), where the interaction characteristics are characterized by the dominance of lecturers by providing material in the form of explanations, giving examples, asking questions, and so on so that the role of students is not so prominent in the interaction that occurs. Third, in the BIAS model, which is to find student responses (37%) dominate the interaction of online lectures which are the impact of lecturers' lectures (18%) and questions asked by lecturers (27%). These three theories conclude that the interaction of online classes at STKIP Muhammadiyah Sungai Penuh is dominated by lecturers.
References
Abi Rowo, M. A., Suprapti, E., & Mursyidah, H. (2022). Efektivitas Pembelajaran Daring Pada Mata Pelajaran Matematika. APOTEMA: Jurnal Program Studi Pendidikan Matematika, 8(1), 32–43.
Al-Garawi, B. (2005). A review of two approaches to L2 classroom interaction. Retrived February, 20, 2016.
Arlianti, N. (2017). Hubungan Antara Interaksi Belajar Terhadap Hasil Belajar Matematika Siswa Kelas VIII SMPN 10 Sungai Penuh. Jurnal LEMMA, 3(2), 25–39.
Mahnun, N. (2012). Media pembelajaran (kajian terhadap langkah-langkah pemilihan media dan implementasinya dalam pembelajaran). Jurnal Pemikiran Islam, 37(1).
Mills, G. E., & Gay, L. R. (2019). Educational research: Competencies for analysis and applications. ERIC.
Milman, N. B. (2015). Education, Distance. International Encyclopedia of the Social & Behavioral Sciences: Second Edition. Https://Doi. Org/10.1016/B978-0-08-097086-8.92001-4.
Putro, K. Z., Amri, M. A., Wulandari, N., & Kurniawan, D. (2020). Pola interaksi anak dan orangtua selama kebijakan pembelajaran di rumah. Fitrah: Journal of Islamic Education, 1(1), 124–140.
RI, B. K. D. P. R., Lt, G. N. I., & Subroto, J. J. G. (2020). Tantangan pelaksanaan kebijakan belajar dari rumah dalam masa darurat Covid-19.
Sadikin, A. (2020). & Hamidah, A.(2020). Pembelajaran daring di tengah wabah covid-19. Jurnal Ilmiah Pendidikan Biologi ISSN, 922–2580.
Siregar, S. N. P. (2020). THE ANALYSIS OF TEACHER AND STUDENT’S TALK IN THE CLASSROOM INTERACTION BY USING FIACS.
Sutiah, D. R., & PD, M. (2020). OPTIMALISASI FUZZY TOPSIS (Kiat Meningkatkan Prestasi Belajar Mahasiswa). NLC.
Downloads
Published
Issue
Section
License
Authors who publish articles in International Journal on Student Research in Education, Science, and Technology agree to the following terms:
- Authors retain copyright of the article and grant the journal right of first publication with the work simultaneously licensed under a CC-BY-SA or The Creative Commons Attribution–ShareAlike License.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
