INTERAKSI BELAJAR MENGAJAR
Coexistence fits humans into a variety of relational instruments and in a variety of types of situations. Without a process of interaction in human life, Mike cannot live together.
1. Understanding teaching and learning interactions
The interaction consists of the word between (between) and action (activity). [1] So the interaction is a mutual activity.
In terminology, "interaction" means joint action; communication; impact; between relationships. [2] The interactions will always be related to the contact or decay conditions. Whereas "connection" is derived from the " connection " state to which the parties belong and report together. [3]
Sardo AM said that in the communication process there are elements of communication and communication. The relationship between the caller and the caller usually interacts with something known as the message ( the message ). To deliver a message, a channel or a medium is needed. So, in communication, there are four elements: caller, caller, message, and channel or medium. [4]
If it is related to the learning process, then the interaction is a matter of mutual action in the teaching and learning process that is formed between students and teachers to achieve a goal. This goal is something that has been achieved and agreed upon as common property and every effort is made to achieve that goal.
Learning and education are two concepts that cannot be separated in educational activities. Learning refers to what individuals (students) say, while learning refers to what a teacher says as an aid to learning. The two activities are combined into a kailaan activity that consists of a mutual interaction (interaction) between the teacher and the students at the time of takwa takwa. [5]
In education, interaction with pets is educational with the intention that the interaction be a taksuna within the overall goal of child development to develop a strong speaker. So, the interaction in this case is to ask the child to develop his potential to the maximum, to be patient with his goals and to be able to improve himself, society and the country. In this interaction there must be a behavioral linguistic behavior of the students as a result of learning. Where are the students who are always active or who do not study preaching and the teacher acts only as a guide. [6]
So, learning to memorize is an exchange activity between the teacher and the students, or in other words, learning to memorize is a social activity, because between students and students, between students and their teachers, there is social or social communication. [7] Meanwhile, according to Soetomo, the mutual learning interaction between teachers (teachers) and children (students) should coincide with pedagogical relaxation (education). [8] Where the interaction must be based on a specific objective that is educational, which is the development of student behavior towards maturity.
From the previous description, it can be concluded that the teaching-learning interaction to which it refers is the reciprocity between teachers and students with the purpose of setting a certain goal.
2. learning and interaction components
There are several components to the interaction between teaching and learning. These components are, for example, objectives, materials, methods and tools. For educational purposes, each of these components will respond to and interfere with each other. Therefore, it is the master's job to design each component to create the optimal PBM. Educators can then develop more dynamic preaching learning interactions for an overall sense of purpose.
As for the components, these components will be divided as follows:
to aim
Goals have important meaning for learning how to announce interaction activities. The objective is to provide a clear direction in which the learning activity will be directed by the teacher. The teaching scope set by the teacher will be influenced by the method used, the infrastructure and the environment. [9]
b. Educational materials
The teaching materials must be well managed by the teacher, so the teacher must study and prepare teaching materials that satisfy the students. The subject(s) must be selected and adapted to materials that can support the achievement of the established teaching objectives. [10]
c. path
The method is a method that does not have the purpose of achieving the goal that has been achieved. In awakening learning, learning is imparted through the persistent learning methods of the teacher. Various factors can influence teaching methods, namely the purpose of teaching methods, students, student attitudes, facilities, quality and quantity, and personal teachers with professional skills.
The methods in the learning process are: the reading method, questions and answers, discussion, assignment and explanation methods. [eleven]
Dr. penthouses
The tool is a rare rye in the context of achieving learning objectives. In awakening preaching, educational interactions often use both hard and soft tools.
In order for these tools to achieve their goals, then: First , we must first study the tools as much as possible, understand their functions and what we can achieve with these tools. Second Third , it must be strong to wear. Fourth , you must make use of existing tools. [12]
Dr. assessment
Assessment was done by the teacher using a combination of data exploration tools, procedural tests, mitsit tests, and oral tests. According to Edwin Wars and W. Brown, judgment refers to the act of determining the value of something . Appraisals are kiadao or a process for judging the value of a position. The purpose of the assessment is to collect data that shows students' progress in achieving desired goals. [13]
Therefore, if these components are properly planned and prepared, they will reduce obstacles in the learning process, thus motivating children to learn more effectively and efficiently.
3. Communication styles in teaching and learning interactions
According to Nana Sudjana, there are three modes of communication in the teacher-student interaction process, namely practical communication and transactional interaction.
to Communication as business or one-way communication
They are the teacher as action prior to writing and the students as permission to act. The teacher is active, passive, packaging the music while the students overstimulate the material for the lesson.
b. Communication as interaction or two-way communication
That is, the teacher can act as an agent of the action or permission to act. On the contrary, students can also act and they can also act. There will be a dialogue between the teacher and the students.
c. Communication as a transaction or connection in many directions
This means that communication is not only between teachers and students, but also between students and students. Students are called activists instead of teachers. Students, like teachers, can serve as learning resources for other students. [14]
Teaching situations or learning interaction processes can occur in the various communication areas above, but these communications are transactional which are considered to be in accordance with the How-to-Active Learning Concept (CBSA) required by contemporary experts. education. [fifteen]
[2] Ministry of Education and Culture (Language Development Center Dictionary Compilation Team), Indonesian Beige Dictionary , (Jakarta: Balai Pustaka, 1990), cet. III, chap. 283.
[3] Sardiman AM, Interaction i Teaching and Motivation Learning ( Jakarta
[5] Nana Sudjana, Students' Active Learning Methods in the Teaching and Learning Process, (Bandung: Cinar Baru Algensendo, 1996), cet. III, p. 8.
[6] Khaleda Hasan, Dimensions of Educational Psychology, (Surabaya: Sincerity, 1994), Print 1, p. 66.
[8] Soetomo, Fundamentals of interaction in teaching and learning, (Surabaya: NI, 1993), etc. 1, p. 9-10.
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