Pelatihan Transcript Based Lesson Analysis (TBLA) sebagai upaya penguatan kompetensi reflektif guru dalam menganalisis interaksi pembelajaran - Juandi, Tarpin; Novianti, Baiq Aryani; Sapiruddin, Sapiruddin (Universitas Muhammadiyah Mataram, 2026)
Abstrak Kemampuan refleksi merupakan salah satu kompetensi penting bagi pendidik dalam meningkatkan kualitas praktik pembelajaran. Namun, banyak guru belum terbiasa melakukan refleksi secara sistematis sehingga berdampak pada kurang optimalnya proses pembelajaran. Kegiatan Pengabdian kepada Masyarakat (PkM) ini bertujuan untuk meningkatkan keterampilan refleksi guru melalui pelatihan penerapan Transcript Based Lesson Analysis (TBLA). Program pelatihan dilaksanakan bagi guru-guru dari sekolah di bawah naungan YPH PPD NWDI Pancor dan mencakup kegiatan sosialisasi, workshop, praktik analisis transkrip, serta observasi pembelajaran. Metode pelaksanaan menggunakan pendekatan partisipatif dengan sesi pembekalan teori, praktik TBLA, dan evaluasi. Hasil kegiatan menunjukkan bahwa peserta aktif dalam pelatihan dan mampu memahami langkah-langkah penerapan TBLA, mulai dari pembuatan transkrip hingga analisis interaksi pembelajaran. Kegiatan ini berpotensi meningkatkan kualitas refleksi guru secara sistematis sehingga dapat berdampak pada peningkatan proses pembelajaran di kelas. Kata kunci: refleksi pembelajaran; TBLA; analisis transkrip; peningkatan kompetensi guru. Abstract Reflective ability is one of the essential competencies for educators in improving the quality of instructional practices. However, many teachers are not yet accustomed to conducting systematic reflection, which leads to less optimal learning processes. This community service program (PkM) aims to enhance teachers’ reflective skills through training on the implementation of Transcript Based Lesson Analysis (TBLA). The training program was carried out for teachers from schools under the YPH PPD NWDI Pancor foundation and included dissemination sessions, workshops, transcript analysis practices, and classroom observation activities. The implementation employed a participatory approach consisting of theoretical briefing, TBLA practice, and evaluation. The results indicate that participants were actively engaged in the training and were able to understand the steps in implementing TBLA, from transcript development to the analysis of classroom interactions. This program has the potential to systematically improve teachers’ reflective capacity, thereby contributing to the enhancement of classroom teaching and learning processes. Keywords: learning reflection; TBLA; transcript analysis; teacher competency development.