Improving Learning Outcomes Through Dialogic Teaching in Collaborative Settings for High School Students in East Java

This study aims to test the effectiveness of dialogic teaching in a collaborative setting on improving learning outcomes of high school students in East Java.Using a quasi-experimental design with a pretest-posttest control group model, participants consisted of 210 grade XI students from several schools with a balanced gender proportion.The research instruments included a learning outcome test, a dialogic interaction observation guide, a collaborative worksheet, and a student engagement questionnaire.The results of the independent t-test showed a significant difference between the experimental and control groups (t(208) = 11.26,p < 0.001).ANCOVA analysis controlling for pretest scores confirmed the significant effect of the dialogic teaching strategy on learning outcomes (F(1, 207) = 89.31,p < 0.001, = 0.302).Qualitative findings showed that students in the experimental group showed meaningful dialogic interaction patterns, active collaboration, and higher learning engagement.These results support the effectiveness of the dialogic-collaborative approach in improving students' cognitive achievement and participation.The implications of this study include the need for integration of dialogic learning into the national curriculum and teacher training.This study also identified limitations in the aspects of generalization and implementation, so further studies in broader and more diverse contexts are recommended.