Analysis of Communication in Problem-Based Mathematics Learning through Transcript Based Lesson Analysis (TBLA)

This study aims to describe communication in problem-based mathematics learning through TBLA and the learning tendencies based on the results of the analysis of Transcript Based Lesson Analysis (TBLA). This type of research is descriptive exploratory research with a qualitative approach. The subjects of this study were all students of class VIII-D UPT SMP Negeri 1 Gresik which consisted of 32 students. The supporting instruments in this study consisted of documentation using an audio-visual recording device and sheets for lesson analysis the TBLA model. From the results of the TBLA analysis, both based on the number of letters and categorization, it can be seen that problem-based mathematics learning tends to be dominated by students. In the results of the TBLA analysis based on the number of letters, it can be seen that students are active in communicating with other students or group members, only occasionally asking the teacher about things that need explanation. Likewise, the results of the TBLA analysis based on categorization show that the initiation of students in communicating is greater as shown in PM1 and PM2 around 80% compared to teacher initiation shown in PG1 to PG7 of around 20%. This shows that the interaction communication between teachers and students in problem-based mathematics learning in the classroom is more dominated by students. So that problem-based mathematics learning tends to be student centered learning.


A. Introduction
(2010) teachers' teaching methods that are not good will affect the learning of students who are not good as well. This can lead to a learning process that is teacher centered learning, where learning is more dominated by the teacher. One of the learning methods that can involve students in solving a problem through the stages of the scientific method is problem based learning. Problem based learning is a student-centered learning method, because students are actively involved in problem solving activities. In addition, problem based can be used for student learning by utilizing real problems (Hali, 2016). Based on the results of research from Ilmiyatni et al., (2019) that the model problem based learning has an effect on increasing collaboration skills and increasing students' higher order thinking.
In this case, Lesson study is also seen as an alternative to overcome the problem of learning practices that have been considered less effective than conventional ones. Lesson study can be used as an alternative to encourage changes in the practice of learning mathematics towards a direction that is much more effective and can be understood by students optimally. According to Garfield (2006) lesson study is a systematic process used by Japanese teachers to test the effectiveness of their teaching in order to improve learning outcomes. Based on the research of Dewi (2016), it was found that activities lesson study that have been carried out at SMP Muhammadiyah 1 Kartasura can increase activities and learning outcomes of mathematics. This activity can also increase student participation both in expressing ideas, actively asking questions and being able to discuss during the mathematics learning process.
Transcript Based Lesson Analysis (TBLA) is a technique of lesson study that can be used to analyze situations in the learning process. Through Transcript Based Lesson Analysis the teacher must observe and transcribe the results of the teaching practice process that has been implemented, analyze and reflect on it, then conduct collaborative discussions with other teachers. Analysis of the learning process is important to do, so that later teachers can improve the quality of learning. By doing this, teachers can improve their ability to review teaching scripts as well as their decision-making abilities and professional capital on an ongoing basis (Sarkar Arani, 2017). Learning analysis research using Transcript Based Lesson Analysis (TBLA) has been carried out by Mutiani et al. (2020) the results of his research show that after the implementation of lesson study the TBLA model, an increase in student activity was found, this indicates a good learning community. In addition, students also gain historical thinking skills that appear when they are able to conclude the material by providing analogies and contexts that are expressed chronologically and contextually.
Based on this description, a research was conducted that aims to determine communication in problem-based learning through Transcript Based Lesson Analysis (TBLA) and the learning tendencies based on the results of the analysis of Transcript Based Lesson Analysis (TBLA).

Research Design
This research is an exploratory descriptive study with a qualitative approach. According to Arikunto (2004) exploratory descriptive research is research that aims to describe a situation or a phenomenon, in this study it is not intended to test certain hypotheses but only describes what a variable, symptom or situation is. The assumption of researchers using descriptive research that is exploratory because researchers want to obtain in-depth data on matters relating to communication in problem-based mathematics learning.

Research Subject
Subjects in this study were all students of class VIII-D UPT SMP Negeri 1 Gresik which consisted of 32 students.

Instruments
The data collection method used in this research is the video documentation method during the learning process and the transcription of the conversation during the lesson. In accordance with this type of research, namely qualitative research, the main instrument in this study is the researcher himself (human instrument). While the auxiliary instruments in this study were documentation with an audio-visual recorder and sheets for lesson analysis the TBLA model.

Technique of Data Analysis
Analysis in this study used the Transcript Based Lesson Analysis (TBLA) method. Data reduction was carried out in several stages, such as: making a transcript of the learning activity process that had been documented through an audio-visual recording device, the results of the transcript of the learning activity process being arranged in a simpler way with good language, analyzing communication and tendencies in learning by looking at the results of the transcript.

C. Findings and Discussion
Research activities begin with the preparation of learning designs, implementation of learning, observation and documentation, and reflection. From these activities, a learning design resume, video documentation and reflection notes were obtained. Based on the existing video documentation, a full transcript was prepared. This full transcript is used as TBLA material, so that a graph of a learning transcript is obtained based on the number of letters and a learning diagram based on the categorization of communication.

Resume of learning design
Meeting activities for coordination of learning designs will be held on Wednesday, September 29, 2021 from 13.00 -15.00 WIB. Followed by 5 mathematics teachers from UPT SMP Negeri 1  The lesson plan is as follows: explaining the learning objectives while providing apperception with a question card stance. Apperception is arranged by giving a question card stance which contains several questions related to the function material. Then a photo of the motivation related to the function material is shown, it is hoped that students will be more interested in learning more about the function material. Furthermore, students are divided into groups to discuss the completion of the sharing task according to the worksheets that have been distributed. In one group consists of 4 people with details 2 men and 2 women. After the discussion, students display the results of their work. Representatives from the group will present the results of their work. Next, the teacher will give questions about jumping tasks to strengthen students' understanding of the function material. The activity ended with strengthening and reflection on the function material by the teacher.

TBLA results based on the number of letters
The data collection in this study was assisted by 7 (seven) students who served as videographers and photographers. Taking photos and videos is arranged so that all learning activities in the classroom can be recorded properly. Figure 1. Describes the transcript analysis process according to a predetermined format. Based on the full transcript analysis, a graph of learning transcripts based on the number of letters is obtained, as shown in Figure 2. The graph in Figure 2 shows the top part is the conversation session carried out by the teacher, while the bottom shows the conversation session carried out by the students. The horizontal line that limits the conversation session between the teacher and students on the graph is the indexing of the conversation recorded on the full transcript.
From the results of the learning transcript graph based on the number of words, it can be seen that conversations at the beginning of learning activities are dominated by the teacher. Starting from the teacher greets, conveys the learning objectives to the activities apperception. Conversations by students have begun to be seen in the core activities until the end of learning activities. This can be seen in Figure 2, starting from index 81st to 416th. At the 416th index, students are able to present their results their work in front of the class, so that the number of words produced is more from the previous conversation. So it can be concluded that learning activities based on the graph in Figure 2 is student centered learning, where participants students are active in communicating during the learning process and only occasionally ask the teacher about things that need explanation.   1  15  29  43  57  71  85  99  113  127  141  155  169  183  197  211  225  239  253  267  281  295  308  322  336  350  364  378  392 406 420

Graph of Learning Transcripts
Based on the full transcript analysis, obtained a learning transcript diagram based on categorization, as shown in Figure 4. The diagram in Figure 4 shows the categories that often appear in communication between teachers and students. In this study, the category used refers to the Flanders category or commonly referred to as FIAC (Flander's Interaction Analysis Categories), with a total of 10 categories.
From the results of the communication categorization diagram with transcript based lesson analysis, it can be seen that as much as 73% of PM2 (initiation), students communicate with express ideas or opinions during the learning process; as much as 7% PM1 (response), students respond to the teacher; as much as 6% PG6 (giving direction), teacher provide direction to students; as much as 2% PG5 (lecturing), teacher provide an explanation of a procedure; as much as 6% PG4 (asks questions), the teacher asks questions to the students; as much as 2% PG3 (Accepts ideas), receive or develop ideas from students; as much as 3% PG2 (praise or encouraging), the teacher praises or encourages students' opinions; as much as 1% PG1 (accepts feeling), the teacher accepts the opinions of students in a good way and not threatening; as much as 0% PG7 (Criticizing or justifying authority), guru criticize the behavior of students; as much as 0% DM1 (Silence), a state of silence for the learning process takes place.
Based on the results of the communication categorization diagram with TBLA, it can be seen that as much as 80% leads to student conversations during the learning process whether it responds or initiates PM1 and PM2. The rest of the conversation by the teacher can be observed in PG1 to PG7. And silence on DM1. So that it can concluded that the learning activities based on the diagram in Figure 4 is student centered learning, where students are active in good communication it responds or initiates during the learning process. During the do phase (implementation of learning), students seemed very enthusiastic in learning. Only one or two students seem to not quite understand the learning situation in an open class. At the beginning of the lesson the teacher gave an apperception in the form of a question card stance which contained questions about the concept of function and asked students to pair up and ask each other based on the questions on the question card stance. After students ask each other, the teacher provides reinforcement regarding the concept of function. By giving directions such as: Teacher: Now you just read the data that you have got. Mrs. Datik will take some samples from you guys. Through problem-based learning, teachers do not say the concept of function before students collect data first so that they can construct knowledge through interpretation of the data they collect. The following sample transcripts of conversations between teachers and students in the following class illustrate the dominance of the teacher in explaining the procedures for working on sharing tasks. However, the dominance of this teacher is not visible when students carry out discussions. The teacher only observes discussion activities and occasionally answers questions from students or group members during discussion activities. Group discussion activities are quite conducive and students are very enthusiastic in carrying out group discussions. Almost all group members are active in discussion activities to solve sharing tasks.
During 45 minutes of discussion, all groups were able to complete the sharing task well. The results of each group's discussion activities will be posted on the blackboard and group representatives will present their work. The following is an excerpt of a transcript that shows how the discussion took place. Overall the learning activities went well. Discussion activities showed that all students were active with each other in the discussion, none of which was dominant. They also help each other. However, there are some important notes as reflections to be corrected at the next meeting as follows: (1) Literacy must lead to questions so that students cannot work on questions before reading. Because most students can work on questions without having to read literacy first, (2) It is necessary to improve on numeracy literacy questions as well as introduce literacy into numeracy.

D. Conclusion
Based on the results of the TBLA analysis, both based on the number of letters and based on categorization, it can be seen that the tendency of conversation transcripts is dominated by students and only a few conversations are dominated by teachers only when the teacher explains the procedure for working on sharing tasks. The results of the TBLA analysis based on the number of letters show that students are active in communicating with other students or group members, only occasionally asking the teacher about things that need explanation. Students are also active in answering some of the questions posed by the teacher. Likewise, the results of the TBLA analysis based on categorization show that the initiation of students in communicating is greater as shown in PM1 and PM2 around 80% compared to teacher initiation shown in PG1 to PG7 of around 20%. This shows that the interaction communication between teachers and students in problem-based mathematics learning in the classroom is more dominated by students. So that problem-based mathematics learning tends to be student centered learning.