skip to main content

PENTINGNYA HUBUNGAN GURU DAN MURID PADA PEMBELAJARAN DI SMP X SIDOARJO

Fakultas Psikologi, Universitas Surabaya, Indonesia

Received: 25 Oct 2024; Published: 12 Jan 2025.
Open Access Copyright 2025 Jurnal EMPATI
Creative Commons License This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Citation Format:
Abstract

Banyak penelitian yang menunjukkan pentingnya hubungan antara guru dan murid dalam mendukung proses pembelajaran siswa di sekolah. Penelitian ini dilakukan untuk mengetahui lebih lanjut mengenai gambaran relasi guru dan siswa di SMP X Sidoarjo pada mata pelajaran Leadership dan IPA. Teknik pengumpulan data pada penelitian ini menggunakan teknik observasi dan wawancara. Subjek penelitian yaitu 2 orang guru SMP X Sidoarjo, yakni guru Leadership dan guru IPA. Hasil penelitian menunjukkan bahwa hubungan guru dan murid mempengaruhi kualitas pembelajaran di kelas, dimana guru Leadership yang memiliki hubungan yang baik dengan seluruh murid yang diajari membuat kondisi kelas saat pelajaran Leadership menjadi sangat mendukung, seluruh siswa aktif dan mengikuti pembelajaran, sedangkan guru IPA yang hanya berfokus pada beberapa murid menyebabkan kondisi kelas tidak kondusif dan hanya beberapa siswa saja yang mengikuti pembelajaran.

Fulltext View|Download
Keywords: hubungan guru dan murid; IPA; leadership; proses pembelajaran

Article Metrics:

  1. Allen, K. A., & McKenzie, V. (2015). Adolescent mental health in an australian context and future interventions. International Journal of Mental Health, 44, 80-93. https://doi.org/10.1080/00207411.2015
  2. Adeyemi, B. B. & Bamire, F. B. (2023). A critical review of teacher-student relationship in learning. Journal of Research in Educational Management and Business Studies (JOREMBS), 7(2), 15-29
  3. Alrashidi, O., Phan, H. P., & Ngu, B. H. (2016). Academic engagement: An overview of its definitions, dimensions, and major conceptualisations. International Education Studies, 9(12), 41–52. https://doi.org/10.5539/ies.v9n12p41
  4. Capon, N., & Kuhn, D. (1979). Logical reasoning in the supermarket: Adult females' use of a proportional reasoning strategy in an everyday context. Developmental Psychology, 15(4), 450–452. https://doi.org/10.1037/0012-1649.15.4.450
  5. Cole, N. (1990). Conceptions of educational achievement. Educational Researcher, 19, 2-7
  6. Khan, A., Khan, S., Zia-Ul-Islam, S. & Khan, M. (2017). Communication skills of a teacher and its role in the development of the students’ academic success. Journal of Education and Practice, 8(1), 18 – 21
  7. Lally, M. & Valentine-French, S. (2017). Lifespan development: A psychological perspective. Illinois: College of Lake County
  8. Murdiyanto, E. (2020). Metode penelitian kualitatif (teori dan aplikasi). Yogyakarta: Lembaga Penelitian dan Pengabdian Pada Masyarakat
  9. Pan, X., & Yao, Y. (2023). Enhancing chinese students’ academic engagement: The effect of teacher support and teacher–student rapport. Frontiers in Psychology, 14(1), 1–7. https://doi.org/10.3389/fpsyg.2023.1188507
  10. Piaget, J. (1936). Origins of intelligence in the child. London: Routledge & Kegan Paul
  11. Pianta, R. C. (2001). Early teacher–child relationships and the trajectory of children's school outcomes through eighth grade. Child Development, 72(2), 625– 638. https://doi.org/10.1111/1467-8624.00301
  12. Roorda, D. L., Koomen, H. M., Spilt, J. L., & Oort, F. J. (2011). The influence of affective teacher-student relationships on students’ school engagement and achievement: A meta-analytic approach. Review of Educational Research, 81, 493-529. https://doi.org/10.3102/0034654311421793
  13. Shao, Y., & Kang, S. (2022). The association between peer relationship and learning engagement among adolescents: The chain mediating roles of self-efficacy and academic resilience. Frontiers in Psychology, 1(1), 1–13. https://doi.org/10.3389/fpsyg.2022.938756
  14. Sugiyono, (2017). Metode penelitian kuantitatif, kualitatif, dan r&d. Bandung: CV. Alfabeta
  15. Yu, X., Wang, X., Zheng, H., Zhen, X., Shao, M., Wang, H., & Zhou, X. (2023). Academic achievement is more closely associated with student-peer relationships than with student-parent relationships or student-teacher relationships. Frontiers in Psychology, 14(1), 1–15. https://doi.org/10.3389/fpsyg.2023.1012701

Last update:

No citation recorded.

Last update:

No citation recorded.