Effect of Didactical Dialogue to Enhance Learning Quality
Wiwik Kartika Sari (a*), Sumar Hendayana (a), Asep Supriatna (a), Susy Lestiyani (b)

a) Universitas Pendidikan Indonesia
Jalan Setiabudi No 229, Bandung 40154, Indonesia
*wiwie44[at]gmail.com
b) SMA Laboratorium Percontohan UPI
Jalan Setiabudi No 229, Bandung 40154, Indonesia

Abstract

One of the factors that determine the learning quality is the relationship that exists during the learning process. That relationship is the didactical dialogue and collaboration that occurs among students. Didactical dialogue and collaboration will happen when classroom interaction between teachers and students can critically interrogate the topic of lesson, express and listen to multiple voices and points of view, and create respectful and equitable classroom relations. The purpose of this study is to analyze and describe didactical dialogue that occurs among students and collaboration among students in sharing task and jumping task activity during learning process. Sample was collected in one of private senior high school in Bandung, Indonesia. Data was taken from the topic of factors affecting reaction rate. The lesson was videotaped and transcribed. From the transcript results, the student dialogue is analyzed which section shows the didactical dialogue and the collaboration among students in sharing task and jumping task activities. Through this study, the deepness and spaciousness of students thinking was influenced by teachers capability to conduct the lesson, for instance how to elicit students idea by using question, how to give feedback from the response and how challenging the task designed by teacher. Didactical dialogue and collaboration among students show that quality learning process.

Keywords: Collaboration; Didactical dialogue; Learning quality

Topic: Chemistry Education