Pelatihan Transcript Based Lesson Analysis (TBLA) sebagai upaya penguatan kompetensi reflektif guru dalam menganalisis interaksi pembelajaran

Tarpin Juandi, Baiq Aryani Novianti, Sapiruddin Sapiruddin

Abstract


Abstrak

Kemampuan refleksi merupakan salah satu kompetensi penting bagi pendidik dalam meningkatkan kualitas praktik pembelajaran. Namun, banyak guru belum terbiasa melakukan refleksi secara sistematis sehingga berdampak pada kurang optimalnya proses pembelajaran. Kegiatan Pengabdian kepada Masyarakat (PkM) ini bertujuan untuk meningkatkan keterampilan refleksi guru melalui pelatihan penerapan Transcript Based Lesson Analysis (TBLA). Program pelatihan dilaksanakan bagi guru-guru dari sekolah di bawah naungan YPH PPD NWDI Pancor dan mencakup kegiatan sosialisasi, workshop, praktik analisis transkrip, serta observasi pembelajaran. Metode pelaksanaan menggunakan pendekatan partisipatif dengan sesi pembekalan teori, praktik TBLA, dan evaluasi. Hasil kegiatan menunjukkan bahwa peserta aktif dalam pelatihan dan mampu memahami langkah-langkah penerapan TBLA, mulai dari pembuatan transkrip hingga analisis interaksi pembelajaran. Kegiatan ini berpotensi meningkatkan kualitas refleksi guru secara sistematis sehingga dapat berdampak pada peningkatan proses pembelajaran di kelas.

 

Kata kunci: refleksi pembelajaran; TBLA; analisis transkrip; peningkatan kompetensi guru.

 

Abstract

Reflective ability is one of the essential competencies for educators in improving the quality of instructional practices. However, many teachers are not yet accustomed to conducting systematic reflection, which leads to less optimal learning processes. This community service program (PkM) aims to enhance teachers’ reflective skills through training on the implementation of Transcript Based Lesson Analysis (TBLA). The training program was carried out for teachers from schools under the YPH PPD NWDI Pancor foundation and included dissemination sessions, workshops, transcript analysis practices, and classroom observation activities. The implementation employed a participatory approach consisting of theoretical briefing, TBLA practice, and evaluation. The results indicate that participants were actively engaged in the training and were able to understand the steps in implementing TBLA, from transcript development to the analysis of classroom interactions. This program has the potential to systematically improve teachers’ reflective capacity, thereby contributing to the enhancement of classroom teaching and learning processes.

 

Keywords: learning reflection; TBLA; transcript analysis; teacher competency development.


Keywords


learning reflection; TBLA; transcript analysis; teacher competency development.

Full Text:

PDF

References


Amintarti, S., Winarti, A., Sholahuddin, A., and Wati, M. (2020). PENERAPAN TRANSCRIPT BASED LESSON ANALYSIS ( TBLA ) SEBAGAI UPAYA PENINGKATAN PEMBELAJARAN KIMIA Application of Transcript Based Lesson Analysis ( TBLA ) as Efforts to Improve Chemical Learning. 11(2), 149–163.

Bakker, Carien; de Glopper, Kees; de Vries, S. (2022). Noticing as reasoning in Lesson Study teams in initial teacher education. Teaching and Teacher Education, 113, 103656. https://doi.org/10.1016/j.tate.2022.103656

Batkhuyag, T., Nyamlkhagva, T., Legden, T., and Khurelkhuu, J. (2024). Supporting Professional Development of Preschool Teachers Through Transcript-based Lesson Analysis (tbla). Conference on Quality Assurance in Higher Education: Transforming Education-New Generation of Learners (QAHE 2023), 74–79.

Falcon, S., Alonso, J. B., and Leon, J. (2023). Teachers ’ engaging messages , students ’ motivation to learn and academic performance : The moderating role of emotional intensity in speech. Teaching and Teacher Education, 136(February), 104375. https://doi.org/10.1016/j.tate.2023.104375

Fitriana, M., Artika, W., Kuala, U. S., and Aceh, B. (2022). Analysis of Biological Learning Process Through Lesson Study by Using Transcript Based Lesson Analysis on Nervous System Material Pendahuluan. 10(2), 440–450. https://doi.org/10.24815/jpsi.v10i2.24433

Hajar, M. U., and Putra, D. D. (2024). Exploring Listening Relationship Pattern of Information Approval Process in Science Learning: A Qualitative Investigation Using TBLA (Transcript Based Lesson Analysis). Jurnal Penelitian Pendidikan, 27(1), 121–128.

Hendrickx, M. M. H. G., Thurlings, M. C. G., and Brok, P. Den. (2025). Teachers ’ collaborative knowledge building in professional learning communities : connecting interaction patterns to learning gains. European Journal of Psychology of Education, 40(1), 1–19. https://doi.org/10.1007/s10212-024-00938-y

Hermanto, R., Mulyani, E., Natalliasari, I., and Nur, T. R. (2022). EKPLORASI LITERASI MATEMATIS SISWA DALAM PEMBELAJARAN MATEMATIKA MENGGUNAKAN TRANSCRIPT BASED LESSON ANALYSIS ( TBLA ). 7(1), 129–138.

Rahman, B. (2014). Refleksi diri dan peningkatan profesionalisme guru. Paedagogia, 17(1), 1–12.

Reza, M., Arani, S., Lander, B., and Shibata, Y. (2025). “ Doing fractions ” and “ understanding fairness ”: Examining the cultural scripts of a mathematics lesson through the eyes of Japanese and Malaysian educators. PROSPECTS, 54(3), 873–890. https://doi.org/10.1007/s11125-024-09714-8

Slameto, S., Purnasari, P. D., Sadewo, Y. D., Owen, M. F., and Saputro, T. V. D. (2023). Membongkar Mitos Ketangguhan Melalui Refleksi. Journal of Educational Learning and Innovation (ELIa), 3(1), 175–192.

Supriatna, A. (2018). Kegiatan Lesson Study sebagai Upaya Guru untuk Menemukan Pembelajaran yang Memenuhi Keperluan Anak Hidup pada Zamannya (Era Revolusi Industri 4.0). Seminar Nasional Edusainstek FMIPA UNIMUS, 1(1), 1–5.

Syamsuddin, A., Idawati, Haking, H., Tonra, W. S., and Syukriani, A. (2023). Designing Worksheets to Improve Reflective Thinking for Elementary School Students on the Solid Figure Subject. Academic Journal of Interdisciplinary Studies, 12(2), 349–366. https://doi.org/10.36941/ajis-2023-0054

Tan, S., Goei, S. L., and Willemse, T. M. (2024). Global insights on lesson study in initial teacher education : A systematic literature review encompassing English , Japanese , and Chinese language sources. Teaching and Teacher Education, 152(September), 104791. https://doi.org/10.1016/j.tate.2024.104791

Vermunt, J. D., Vrikki, M., Halem, N. Van, Warwick, P., and Mercer, N. (2019). The impact of Lesson Study professional development on the quality of teacher learning. Teaching and Teacher Education, 81, 61–73. https://doi.org/10.1016/j.tate.2019.02.009




DOI: https://doi.org/10.31764/jpmb.v10i1.37854

Refbacks

  • There are currently no refbacks.


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

______________________________________________________

Jurnal Selaparang

p-ISSN 2614-5251 || e-ISSN 2614-526X

 

EDITORIAL OFFICE: