Teachers' Communication Strategies in Fostering Effective Learning Interactions: A Case Study at MTs Negeri 1 Wonosobo
Keywords:
Learning Communication, Learning Interaction, Communication Strategies, Two-Way Communication, Student ParticipationAbstract
Learning communication plays an essential role in creating active and participatory interactions; however, classroom practices still face challenges related to teacher dominance and limited student involvement in communication processes. This study aims to analyze communication problems, communication implementation strategies, and factors influencing the effectiveness of learning interactions at MTs Negeri 1 Wonosobo. This study employed a descriptive qualitative approach using participant observation, in-depth interviews with three teachers, and documentation, which were analyzed through an interactive analysis model. The findings reveal that communication problems are influenced by the dominance of lecture-based methods, the lack of confidence among some students to participate actively, and differences in students’ characteristics in receiving information. The implementation of two-way communication, group discussions, adaptive language use, and learning media utilization contributed to increasing student engagement and creating more dialogical learning interactions. This study contributes to the understanding that effective learning communication depends not only on teachers’ ability to deliver materials but also on their capability to apply communication strategies based on students’ needs and characteristics.
Abstrak
Komunikasi pembelajaran memiliki peran penting dalam menciptakan interaksi yang aktif dan partisipatif, tetapi praktik pembelajaran masih menghadapi tantangan berupa dominasi guru dan keterbatasan keterlibatan peserta didik dalam proses komunikasi. Penelitian ini bertujuan untuk menganalisis problematika komunikasi, strategi penerapan komunikasi, serta faktor yang memengaruhi efektivitas interaksi pembelajaran di MTs Negeri 1 Wonosobo. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan teknik pengumpulan data berupa observasi partisipan, wawancara mendalam terhadap tiga guru, dan dokumentasi yang dianalisis melalui model interaktif. Hasil penelitian menunjukkan bahwa problematika komunikasi pembelajaran dipengaruhi oleh dominasi metode ceramah, rendahnya keberanian sebagian peserta didik untuk berpartisipasi, serta perbedaan karakteristik siswa dalam menerima informasi. Penerapan komunikasi dua arah, diskusi kelompok, penggunaan bahasa yang adaptif, dan pemanfaatan media pembelajaran terbukti mampu meningkatkan keterlibatan peserta didik serta menciptakan interaksi pembelajaran yang lebih dialogis. Penelitian ini memberikan kontribusi berupa pemahaman bahwa efektivitas komunikasi pembelajaran tidak hanya bergantung pada penyampaian materi, tetapi juga pada kemampuan guru menerapkan strategi komunikasi yang sesuai dengan kebutuhan peserta didik.
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Copyright (c) 2026 Kuni Ustuviana, Nurul Inayatiningsih, Zahid Akhmad Surya, Alfan Nurngain (Author)
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