Ari Saofiandi, Endah Andayani, Rusfandi Rusfandi

Interaksi Guru dan Siswa dalam Pembelajaran IPS

Introduction

Interaksi guru dan siswa dalam pembelajaran ips. Teliti interaksi guru & siswa dalam pembelajaran IPS di SMA Islam Abhariyah Pagutan. Temukan dominasi komunikasi satu arah pengaruhi keterlibatan & pemahaman siswa. Sarankan strategi interaktif.

Abstract

This study aims to understand the interaction process between teachers and students in social studies (IPS) learning at SMA Islam Abhariyah Pagutan. The scope of this research includes the interaction patterns applied in learning, the factors influencing student engagement, and their impact on students' understanding of social studies material. This study employs a descriptive qualitative method with data collection techniques consisting of interviews, observations, and documentation. The results show that in social studies learning, teachers and students do not apply all four interaction models but only use two: the one-way learning model and, on certain occasions such as school exams, the two-way interaction model. The one-way learning model is the dominant choice because it is considered more suitable for students, who have a dual role as both learners and Islamic boarding school students. In conclusion, interaction in social studies learning at SMA Islam Abhariyah Pagutan is still dominated by a one-way communication pattern, which affects students' low engagement in the learning process. Therefore, more interactive teaching strategies are needed to encourage student participation and enhance their understanding of the material.

Review

The study, "Interaksi Guru dan Siswa dalam Pembelajaran IPS," investigates the teacher-student interaction dynamics within social studies learning at SMA Islam Abhariyah Pagutan. Employing a descriptive qualitative approach with data gathered through interviews, observations, and documentation, the research successfully delineates the prevailing interaction patterns. A key finding is the dominance of a one-way communication model, with two-way interaction primarily limited to specific contexts like school exams. The authors attribute this preference to the students' dual role as both learners and Islamic boarding school students, an interesting contextual factor that sheds light on pedagogical choices in this specific setting. While the study provides a clear snapshot of the interaction patterns, a more detailed exploration of "the four interaction models" mentioned but not elaborated upon would enhance the theoretical grounding for the reader. Understanding what these four models are, and why only two were observed, would strengthen the analysis. Furthermore, while the dual role of students is presented as a reason for the one-way model's dominance, the abstract does not fully detail *how* this dual role necessitates or makes the one-way model "more suitable." This aspect could benefit from deeper qualitative insight into the teachers' and students' perspectives on this suitability. The abstract points to low engagement as a consequence, which is a significant finding, but the direct causal link and the specific mechanisms by which one-way communication *leads* to low engagement could be further elucidated in the full paper. In conclusion, this study offers valuable insights into the specific pedagogical challenges and practices within a unique educational setting. The finding that one-way communication is dominant, leading to low student engagement, underscores a critical area for improvement in social studies education at the examined institution. The recommendation for more interactive teaching strategies is well-founded and practical. Future research could expand upon this by proposing and testing specific interactive interventions tailored to the context of Islamic boarding school students, thereby providing empirical evidence for effective pedagogical change. The study's contribution lies in highlighting the intricate relationship between socio-cultural context, teaching methodologies, and student engagement, offering a basis for targeted professional development initiatives.

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