Proceedings of the 4th International Conference on Innovation in Education, Science and Culture, ICIESC 2022, 11 October 2022, Medan, Indonesia

Research Article

Implementation of Transcript Based Lesson Analysis (TBLA) on Pre-Service Science Teachers‘ Scientific Literacy and Argumentation Skills

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  • @INPROCEEDINGS{10.4108/eai.11-10-2022.2325382,
        author={Lastama  Sinaga and Pintor  Simamora and Widia  Ningsih and Grace  Angeline Manurung},
        title={Implementation of Transcript Based Lesson Analysis (TBLA) on Pre-Service Science Teachers‘ Scientific Literacy and Argumentation Skills},
        proceedings={Proceedings of the 4th International Conference on Innovation in Education, Science and Culture, ICIESC 2022, 11 October 2022, Medan, Indonesia},
        publisher={EAI},
        proceedings_a={ICIESC},
        year={2022},
        month={12},
        keywords={tbla scientific literacy argumentation pre-service science teacher},
        doi={10.4108/eai.11-10-2022.2325382}
    }
    
  • Lastama Sinaga
    Pintor Simamora
    Widia Ningsih
    Grace Angeline Manurung
    Year: 2022
    Implementation of Transcript Based Lesson Analysis (TBLA) on Pre-Service Science Teachers‘ Scientific Literacy and Argumentation Skills
    ICIESC
    EAI
    DOI: 10.4108/eai.11-10-2022.2325382
Lastama Sinaga1,*, Pintor Simamora2, Widia Ningsih1, Grace Angeline Manurung1
  • 1: The Science Education Study Program of Faculty of Mathematics and Natural Sciences of Universitas Negeri Medan, Medan 20221, Indonesia
  • 2: The Department of Physics of Faculty of Mathematics and Natural Sciences of Universitas Negeri Medan, Medan 20221, Indonesia
*Contact email: lastamasinaga@unimed.ac.id

Abstract

This study aims to analyse pre-service science teachers‘ scientific literacy and argumentation skills by using the TBLA method in implementing lesson study. This study is a descriptive qualitative research that analyse the communication patterns appear in teaching and learning process by using students‘ scientific literacy and argumentation skills worksheet. The sample was selected using purposive sampling technique. The data were collected using observer field notes and documentation study. The lessons recorded using cameras and camcorders devices were transcribed and analysed using the Excel program based on the number of words spoken by students and lecturer. The frequency of keywords appeared in learning science was fully considered. The data were transformed into graphs. The classroom conversations were dominated by the lecturer in the first cycle of lesson study. However, in the second cycle of the lesson study, the communication patterns of lecturer-student-student were mostly carried out in the classroom. The lecturer applied a larger student-centered activity pattern as a result of learning reflection and redesign in the first cycle. The results imply that TBLA is an effective method to reflect on teaching practices and students‘ learning activities in order to improve teaching and learning process for better instructional practices.