The Effect of Teacher Interpersonal Communication and Communication Climate in The Class on Students' Learning Interest in Economic Subjects

Abstract

This study aims to determine the effect of teacher interpersonal communication and communication climate in the classroom on students' interest in studying economics at SMA Negeri 5 Depok. This study uses quantitative methods with ex post facto planning. The research population consisted of 929 students and the selected sample consisted of 280 students based on Slovin's calculations. The data collection method used in this study was a questionnaire, and the data analysis method used in this study was multiple regression analysis. This study shows the results that: (1) Students' interest in learning is strongly influenced by the teacher's interpersonal communication with a significance value of 0.004. Apart from that, the t value of the teacher's interpersonal communication quality variable (X1) shows the t count > t table (2,931 > 1,969). (2)There is a strong influence between the communication climate in the classroom and students' interest in learning, with a significant relationship strength value of 0.000; the Class Communication Climate variable (X2) shows the value of t count > t table (11,918 > 1,969),(3) There is a simultaneous relationship between the teacher's interpersonal communication variables and the communication climate in the classroom with students learning interest with an R² value of 0.656 (0.60 - 0.799), where this value is interpreted as the strong influence of teacher interpersonal communication and the classroom communication environment, on students' interest in learning economics. This study suggests teachers always build good interpersonal communication with students, create a positive communication environment (communication climate) in the classroom, try to make students aware of the importance of interest in learning during the learning process, and motivate students during the learning process. This will encourage the creation of a sense of security, comfort, and enthusiasm for learning in the classroom and have an impact on the development of a strong interest in learning in students.