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Constructivism approach is one of the student-centered learning approaches, students actively build their own knowledge. Social constructivism views that students build new knowledge through their interactions and activities in the classroom, as well as the mediation role of cultural settings and discussion in which the knowledge construction occurs. The purpose of this research is to provide a pattern of analysis students- knowledge construction using Transcript Based Lesson Analysis (TBLA) through Lesson Study for Learning Community. The method of this research is qualitative descriptive. This research involves students from Secondary School who are taught by a science teacher who is used to following lesson study. The learning activities were audio and video recorded. Then recorded were transcribed and analyzed. Dialogue analysis related to the students- knowledge construction was analyzed using TBLA that divided learning process into several segments. The result shows that the profile of students knowledge construction patterns in science learning consists of 3 segments, namely segment 1 which has a circulation pattern, segment 2 which has a circulation pattern and socialization of the last segment 3 which follows the circulation pattern, socialization and simulation. The role of teacher-s questions and students- interaction help students to construct their knowledge.