QUESTIONING STRATEGIES OF TEACHERS AND RESPONSES OF STUDENTS IN THE CLASS AT SMPN 01 SUMBERGEMPOL TULUNGAGUNG

NAILUL FARIHAH, 126203202168 (2024) QUESTIONING STRATEGIES OF TEACHERS AND RESPONSES OF STUDENTS IN THE CLASS AT SMPN 01 SUMBERGEMPOL TULUNGAGUNG. [ Skripsi ]

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Abstract

Questioning strategy is an approach or technique used by teachers to ask questions to students with the aim of facilitating the learning process. A questioning strategy involves how teachers structure, deliver, and follow up on questions to guide students in thinking, exploring information, and promoting active engagement. Through appropriate questioning strategies, teachers can stimulate students to think critically, connect new knowledge with what has been learned, and enhance their ability to analyse and solve problems. This study examines the questioning strategies used by teachers at SMPN 01 Sumbergempol Tulungagung and the students' responses to those strategies. The study found that teachers often used probing questions were used 25 times to stimulate deeper thinking, often asking students about personal experiences or requiring detailed explanations, while factual questions, focusing on specific, verifiable information, appeared 12 times during the observation. Most student responses indicated lower-order thinking, reflecting basic understanding and recall, as seen when students simply repeated information without deeper analysis. However, some responses demonstrated higher-order thinking, particularly when students were asked to express opinions or evaluate situations, such as traffic rule violations. The findings highlight that while probing and factual questions effectively engage students in basic cognitive tasks, they are insufficient for promoting higher-order thinking. This underscores the need for a more balanced questioning approach, with an increased focus on questions that foster analytical and evaluative thinking to enhance the learning process. This research was conducted using a descriptive qualitative approach, where data were collected through classroom observations and interviews with a teacher. The collected data were analyzed to identify patterns and key themes related to the effectiveness of questioning strategies in enhancing responses of students. These findings provide in-depth insights into how learning interactions occur in the classroom. The study concluded that although probing and factual questions were effective in engaging students in basic cognitive tasks, the frequency of questions that encourage higher- order thinking, such as analysis and evaluation, was still low. This limited the development of students' critical thinking skills. Therefore, this study emphasizes the need for a more balanced questioning strategy to improve students' analytical abilities.

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