ANALISIS KETERAMPILAN BERKOMUNIKASI SAINS SISWA DALAM PEMBELAJARAN DARING KELAS V DI SDN 2 NEGERIKATON PESAWARAN LAMPUNG

PUTRI WAHYUNINGSIH, NIM: 18204080016 (2021) ANALISIS KETERAMPILAN BERKOMUNIKASI SAINS SISWA DALAM PEMBELAJARAN DARING KELAS V DI SDN 2 NEGERIKATON PESAWARAN LAMPUNG. Masters thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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Abstract

Communication becomes the basic principle of the learning process. Basic science process skills with communication aspects are very helpful to foster students' skills in obtaining new concepts and knowledge. A person's communication skills are trained by communicating what is in his/her mind both oral and written. The competence of students in dialogue with their own and ideas and ideas is what becomes the frame of science communication. Elementary school is one of the basic educational institutions that also provide attention to science communication, especially at the fifth-grade level. This study aims to examine more in science skills at the stage of communicating and knowing, as well as identifying the intensity and quality of communication between teachers, students, and parents of grade V students at SDN 2 Negerikaton Pesawaran Lampung during online learning. This study is a descriptive qualitative pattern. Data collection using observation techniques, documentation, and interviews. Data analysis uses Miles and Huberman'smodels consisting of reduction, presentation of data, and inference. While testing the validity of data using triangulation of sources and methods. Based on the studies that have been done, it can be concluded that: First, the science communication skills of grade V students at SDN 2 Negerikaton Pesawaran Lampung in online learning can be classified into two, namely oral and written. The students' oral communication skills are carried out when presenting and explaining the student's work, while the student's writing skills are carried out with the student's ability to report data and present data in the form of tables and drawings, while the communication skills that have not been done are graphs, diagrams, and narrative reports. Second, the intensity of communication in online learning decreases compared to offline learning. Communication between teachers, students, and parents in online learning occurs four times a week by optimizing Whatsapp media. Interaction between the three is limited to learning such as material giving, assignments, and responding to materials, and collecting tasks. Based on this, the quality of communication between the three in online learning is quite good, because all three tend to be one-way interactions that place teachers as the most dominant communion.

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