How Sharing and Jumping Task affect to student interaction in chemistry learning

Abstract

Abstract This research is a qualitative descriptive study which aims to see the effect of sharing learning and jumping tasks on student interactions in the chemistry learning process at high school (SMA) in Subang district. This article will explain how interactions occur between students and teacher interactions with students in group discussions during the chemistry learning process. This research method is Didactical Design Research (DDR). Data collection using observation and recording (video and voice). Learning uses sharing and jumping tasks which are divided into three learning activities, namely opening activities, core activities (sharing and jumping) and closing activities. The results of the study were then transcribed and analyzed using the Transcript Base Lesson Analysis (TBLA) technique, showing that there was student interaction in the form of conversations between students and teachers in groups during the learning process but with different amounts in each learning activity. Most interactions are found in sharing activities, then in jumping task activities, opening activities and interactions at least occur in closing activities. Interaction is in the form of a conversation containing questions and answers between students, student presentations and sharing knowledge among students in groups. This shows that learning sharing and jumping tasks is able to foster good student interaction in learning.