Teacher-Student’s Interaction Analyzes on Physics Learning through Lesson Analysis (Case Study: Lesson Study Implementation in SMA Pontianak) Erwina Oktavianty 1 *, Reni Marlina 2 , Hamdani 3 , Syaiful B. Arsyid 3 , Raga Patria 4 1) Pendidikan Professi Guru, FKIP Universitas Tanjungpura, Pontianak, Indonesia 2) Pendidikan Biologi, FKIP Universitas Tanjungpura, Pontianak, Indonesia 3) Pendidikan Fisika, FKIP Universitas Tanjungpura, Pontianak, Indonesia 4) SMA Al Azhar 10, Pontianak, Indonesia *erwina.oktavianty@fkip.untan.ac.id Abstract Through lesson analysis, this research analyzed teacher interaction in science classes, particularly in physics classes in one of the secondary schools at Pontianak, West Kalimantan. A qualitative method is used in this study by analyzing tape recording and video. This study has four stages of implementing lesson study cycles. It starts with planning lesson design, implementation with observation containing student and teacher responses during the lesson, reflection, and revised lesson design. Video tapped, and transcripts are employed in each lesson. The analysis showed that a teacher dominated the lesson at 62.3%, while students only made up 37.4% of the total conversations during their lessons. Knowing the interaction of teacher and students in the learning process could help the teacher to make improvements in learning based on reflections from the responses of students and teachers. Keywords: Interaction; Lesson Analysis; Lesson Study; Reflection Received : 23 March 2022 Accepted : 30 October 2022 Published : 18 November 2022 DOI : https://doi.org/10.20527/jipf.v6i3.5113 © 2022 Jurnal Ilmiah Pendidikan Fisika How to cite: Oktaviany, E., Marlina, R., Hamdani, H., Arsyid, S. B., & Patria, R. (2022). Teacher’s interaction analyzes on physics learning through lesson analysis. Jurnal Ilmiah Pendidikan Fisika, 6(3), 479-485. INTRODUCTION Mastery of physics concepts and principles and the skills to develop knowledge and self-confidence in science and technology are the goals of learning Physics in the 2013 Curriculum (Permendikbud, 2016). Therefore, implementing Physics learning at the secondary school level becomes a means to train students to master the concepts and principles of physics and develop themselves (Kemendikbud, 2013). Physics is one of the compulsory subjects in the curriculum structure of high schools. Because through learning Physics, students are expected to foster the thinking skills of students, which are useful for solving problems in everyday life. Physics is the most basic science because it deals with the behaviour and structure of objects (Giancoli, 2001).