Beyond Worksheets: Teacher–Student Interpersonal Communication and the Construction of Learning Independence in the Kumon Method
Keywords:
Communication, Teacher-Student Interaction, Learning Independence, Kumon MethodAbstract
Independent learning in educational contexts is often associated with students' ability to complete tasks autonomously; however, autonomy is not developed solely through learning materials or repetitive practice. This study examines how teacher–student interpersonal communication contributes to the construction of learning independence in the Kumon method. Moving beyond the assumption that Kumon relies primarily on worksheets, this research conceptualizes communication as a relational and symbolic process through which students interpret guidance, correction, praise, and learning challenges. Using an interpretive qualitative case study approach at Kumon Green Lake City in Tangerang, data were collected through in-depth interviews with two instructors and three students, supplemented by observations, documentation, and NVivo-assisted thematic analysis. The findings reveal that learning independence is constructed through the interaction between structured worksheets and supportive communication practices, including brief instructions, adaptive guidance, positive reinforcement, and nonverbal immediacy. This study contributes to educational communication by demonstrating that independence is not achieved through teacher absence but through meaningful interactions that transform external support into students' internal capacity for learning.
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