Pengaruh Komunikasi Interpersonal Guru dan Gaya Belajar terhadap Kemandirian Belajar Siswa Shafiyyatul Amaliyyah Medan

Abstract

Kemandirian belajar saat ini banyak yang bermasalah dalam melaksanakan proses pembelajaran. Penelitian ini bertujuan untuk menganalisis pengaruh komunikasi interpersonal guru dan gaya belajar terhadap kemandirian belajar siswa. Penelitian ini termasuk dalam penelitian kuantitatif. Sampel penelitian ini sebanyak 168 orang yang tersebar di Shafiyyatul Amaliyah. Data penelitian dikumpulkan menggunakan skala penelitian yang dinyatakan valid dan reliabel. Teknis analisis data menggunakan analisis regresi linear berganda. Hasil penelitian menunjukkan bahwa (1) ada pengaruh komunikasi interpersonal guru terhadap kemandirian belajar siswa. Berdasarkan hasil penelitian, ditemukan adanya nilai koefisien regresi dari variabel Komunikasi Interpersonal Guru (X1) adalah 0.329. Hal ini berarti Komunikasi Interpersonal Guru (X1) berpengaruh positif terhadap Kemandirian Belajar (Y). (2) ada pengaruh gaya belajar dengan kemandirian belajar siswa. Berdasarkan hasil penelitian, ditemukan adanya nilai koefisien regresi dari variabel Gaya Belajar (X2) adalah 0.106. Hal ini berarti Gaya Belajar (X2) berpengaruh positif terhadap Kemandirian Belajar (Y). (3) ada pengaruh komunikasi interpersonal guru dan gaya belajar dengan kemandirian belajar siswa, Berdasarkan hasil uji hipotesis terdapat nilai F hitung 13.965 dan nilai Sig. adalah 0,000 maka Komunikasi Interpersonal Guru (X1) dan Gaya Belajar (X2) secara bersama-sama atau simultan berpengaruh signifikan terhadap Kemandirian Belajar (Y), serta nilai koefisien determinasi (R-Square) adalah 0,145. Nilai tersebut dapat diartikan variabel Komunikasi Interpersonal (X1) dan Gaya Belajar (X2) mempengaruhi Kemandirian Belajar (Y) sebesar 14,5%. dapat disimpulkan bahwa gaya belajar dan komunikasi interpersonal guru berpengaruh terhadap kemandirian belajar pada siswa. Kontribusi keduanya dalam mempengaruhi kemandirian belajar sebesar 14,5%. sisanya sebesar 100% - 14,5% = 85,5% dijelaskan oleh faktor lainnya. Many people currently have problems with independent learning in carrying out the learning process. This research aims to analyze the influence of teacher interpersonal communication and learning styles on student learning independence. This research is included in quantitative research. The sample for this research was 168 people spread across Shafiyyatul Amaliyah. Research data was collected using a research scale that was declared valid and reliable. The data analysis technique uses multiple linear regression analysis. The research results show that (1) there is an influence of teacher interpersonal communication on student learning independence. Based on the research results, it was found that the regression coefficient value of the Teacher Interpersonal Communication variable (X1) was 0.329. This means that Teacher Interpersonal Communication (X1) has a positive effect on Learning Independence (Y). (2) there is an influence of learning style on student learning independence. Based on the research results, it was found that the regression coefficient value of the Learning Style variable (X2) was 0.106. This means that Learning Style (X2) has a positive effect on Learning Independence (Y). (3) there is an influence of teacher interpersonal communication and learning style on student learning independence. Based on the results of hypothesis testing, there is a calculated F value of 13.965 and a Sig value. is 0.000, then Teacher Interpersonal Communication (X1) and Learning Style (X2) together or simultaneously have a significant effect on Learning Independence (Y), and the coefficient of determination (R-Square) is 0.145. This value can be interpreted as the variables Interpersonal Communication (X1) and Learning Style (X2) influencing Learning Independence (Y) by 14.5%. It can be concluded that the teacher's learning style and interpersonal communication influence students' learning independence. The contribution of both in influencing learning independence is 14.5%. the remaining 100% - 14.5% = 85.5% is explained by other factors.