Student Interaction Patterns in Lecture-Based and Digital-Based Learning at Lasoani Public Elementary School

Abstract

 This study aims to determine the patterns of student interaction in lecture-based and digital
based learning at Lasoani Public Elementary School. This study is a qualitative study and classroom action 
research conducted in grades 2 and 5, involving 6 informants and relevant actions. Data collection was 
carried out through observation, interviews, and documentation. The results showed that the learning 
methods applied by teachers played an important role in determining the level of student interaction in 
the classroom. The lack of student involvement in asking questions often caused them to lose focus, play 
with their peers, and leave the classroom during lessons. This low level of student participation is often 
influenced using monotonous lecture methods, which make students feel bored and unmotivated. 
Conversely, the application of digital-based learning that presents material in an interesting and interactive 
way can increase students' interest in learning, encourage them to ask more questions, and participate 
actively in the learning process.