Hubungan Komunikasi Interpersonal Guru Dengan Motivasi Belajar Siswa Di MTS Teladan Ghupy

Abstract

Penelitian ini bertujuan untuk mengetahui adanya Hubungan Komunikasi Interpersonal Guru Dengan Motivasi Belajar Siswa Di MTS Teladan Ghupy. Adapun sampel dalam penelitian ini sebanyak 98 Orang siswa kelas 1. Dalam mengukur motivasi belajar, diungkap berdasarkan ciri-ciri: Tekun menghadapi tugas, Ulet menghadapi kesulitan, Menunjukkan minat terhadap bermacam masalah, Lebih senang bekerja secara mandiri, Cepat bosan pada tugas yang berulang-ulang, Dapat mempertahankan pendapat, Tidak mudah melepaskan apa yang diyakini. Komunikasi interpersonal dalam penelitian ini diukur berdasarkan Aspek-aspek Komunikasi Interpersonal menurut De Vito (2007) yaitu: Keterbukaan, Empati, Sikap Mendukung, Sikap Positif, dan Kesetaraan. Berdasarkan hasil perhitungan analisis korelasi product moment, terdapat hubungan positif antara Komunikasi interpersonal dengan Motivasi belajar. Hasil ini dibuktikan dengan koefisien korelasi rxy = 0,890, dengan Signifikan p= 0,007 < 0,05. Koefisien determinan (r2) = 0,791. Ini menunjukkan bahwa Komunikasi interpersonal berkontribusi sebesar 79,10% terhadap Motivasi belajar. Komunikasi interpersonal tergolong sangat rendah, selanjutnya untuk motivasi belajar tergolong sangat rendah. This study aims to determine whether there is a correlation between teacher interpersonal communication and student learning motivation at Ghupy's Exemplary MTS. The sample in this study were 98 grade 1 students. In measuring learning motivation, it was revealed based on the characteristics: Diligent in facing tasks, Tenacious in facing difficulties, Shows interest in various problems, Prefers to work independently, Gets bored quickly with repetitive tasks Repeat, Can defend opinion, Not easy to let go of what is believed. Interpersonal communication in this study was measured based on the Interpersonal Communication Aspects according to De Vito (2007), namely: Openness, Empathy, Supportive Attitude, Positive Attitude, and Equality. Based on the calculation results of the product moment correlation analysis, there is a positive correlation between interpersonal communication and learning motivation. This result is evidenced by the correlation coefficient rxy = 0.890, with a significant p = 0.007 <0.05. The coefficient of determination (r2) = 0.791. This shows that interpersonal communication has a distribution of 79.10% of learning motivation. Democratic interpersonal communication is classified as very low, then motivation for learning is classified as very low.