Teacher Interpersonal Communication Research Articles

Kemampuan Komunikasi Interpersonal Guru Dengan Siswa Dalam Pembelajaran IPS Di SMP 21 Kota Bengkulu

This research aims to determine the interpersonal communication skills of teachers and students in the social studies learning process at SMPN 21 Bengkulu City. The research method used was quantitative descriptive research with research subjects involving 36 class VIII students. Data collection techniques use observation, questionnaires and documentation. The research results show that the teacher's interpersonal communication skills with students in the learning process are quite good. This can be proven by the results of data analysis, the average calculation obtained is 66. Thus, it can be said that if a teacher is able to carry out good interpersonal communication, the students' communication skills in learning will also be higher, but on the contrary, if the teacher's interpersonal communication skills are still low, students' communication skills will also tend to be low. The conclusion from this research is that the teacher's interpersonal communication skills with class VIII students in the social studies learning process at SMPN 21 Bengkulu City are in the Good category. Research can be a basis for teachers to develop their insight and knowledge to improve students' communication skills in the learning process so that they are more effective.

Pengaruh Komunikasi Interpersonal Dan Motivasi Belajar Terhadap Hasil Belajar Siswa SMP Muhammadiyah Terpadu Kota Bengkulu

This research aims to determine the interpersonal communication skills of teachers and students in the social studies learning process at SMPN 21 Bengkulu City. The research method used was quantitative descriptive research with research subjects involving 36 class VIII students. Data collection techniques use observation, questionnaires and documentation. The research results show that the teacher's interpersonal communication skills with students in the learning process are quite good. This can be proven by the results of data analysis, the average calculation obtained is 66. Thus, it can be said that if a teacher is able to carry out good interpersonal communication, the students' communication skills in learning will also be higher, but on the contrary, if the teacher's interpersonal communication skills are still low, students' communication skills will also tend to be low. The conclusion from this research is that the teacher's interpersonal communication skills with class VIII students in the social studies learning process at SMPN 21 Bengkulu City are in the Good category. Research can be a basis for teachers to develop their insight and knowledge to improve students' communication skills in the learning process so that they are more effective.

The Influence of Student Engagement and Teacher Interpersonal Communication on School Well-Being of Students

The objectives of this study were to: 1) Investigate the effects of student engagement and teacher interpersonal communication on school well-being, 2) Analyze the specific impact of teacher interpersonal communication on school well-being, and 3) Evaluate the combined influence of both student engagement and teacher interpersonal communication on school well-being. The study focused on all 12th-grade students at SMK Negeri 4 Palembang, selecting a sample of 87 students from three classes: Class XII Machining, Class XII Computer Network Engineering, and Class XII Modeling and Building Information Design. A probability sampling technique, specifically simple random sampling, was employed. Data collection involved three scales: the School Well-being Scale, the Student Engagement Scale, and the Teacher Interpersonal Communication Scale. The collected data was then analyzed using multiple linear regression with SPSS 26.0. The results revealed that: 1) Both student engagement and teacher interpersonal communication have a significant influence on school well-being at SMK Negeri 4 Palembang, with an F-value of 28.118, exceeding the F-table value of 3.104, and an R-value of 0.633. 2) Student engagement shows a positive and highly significant impact on school well-being, with a t-value of 7.497, surpassing the t-table value of 1.708 (t-count > t-table). 3) Teacher interpersonal communication also has a positive and significant effect on school well-being, with a t-value of 5.258, higher than the t-table value of 1.708 (t-count > t-table).

Komunikasi Interpersonal Guru dalam Memotivasi Belajar Siswa SMK Generasi Madani

Student learning motivation is very important to achieve academic and non-academic achievements. This cannot be separated from how teachers are able to motivate students in learning, one of which is through interpersonal communication. This research aims to determine teacher interpersonal communication in motivating the learning of Generation Madani Vocational School students. Spitzberg and Cupach's theory of communication competence and Joseph A. DeVito's Interpersonal Communication Effectiveness were used to analyze this research. The research method used is descriptive qualitative. Data collection techniques used were interviews, observation and documentation. The results of the research show that the interpersonal communication carried out by teachers in motivating student learning at Generasi Madani Vocational School has gone well. This is demonstrated through aspects of openness, empathy, supportive attitude, positive attitude and equality. Interpersonal communication carried out by teachers also creates closeness and familiarity thereby motivating students' enthusiasm for learning. This research also shows that the teacher's communication competency theory consists of three components, namely motivation, knowledge and skills.

The Influence of Teacher Interpersonal Communication on Students' Interest in Learning (Case Study of Students at the Private Madrasah Aliyah Plus Al-Ullum School)

In the teaching and learning process there must be good communication applied by the teacher to the students. So, the learning process will run well and students can feel comfortable, not bored, willing to pay close attention to learning, a close relationship between students and teachers, the boring learning and teaching process is the help of a teacher, learning that Monotony will make it difficult for students to pay close attention to the discussion that has been explained by the teacher. Good interpersonal communication will support enthusiasm for learning and increase students' interest in learning at the private MAS plus Al-ulum. Good communication can also make students themselves comfortable and not prejudiced against the teacher's response.

Pengaruh Komunikasi Interpersonal Guru Terhadap Minat Belajar Peserta Didik Pada Mata Pelajaran Pendidikan Agama Kristen Dan Budi Pekerti Kelas VIII SMP Negeri 1 Sipoholon

The aim of this research is to determine the positive and significant influence of teachers' interpersonal communication on students' interest in learning in the Christian Religious Education and Character Education subjects for class VIII, even semester of SMP Negeri 1 Sipoholon for the 2022/2023 academic year. The research method is quantitative with a descriptive inferential approach. The population is all students in class VIII of SMP Negeri 1 Sipoholon for the 2022/2023 academic year, totaling 190 people and a sample of 32 people was determined using the probability sampling method with simple random sampling type. Data was collected using a positive closed questionnaire with 32 items. The results of data analysis show that there is a positive and significant influence of teacher interpersonal communication on students' interest in learning in the subjects of Christian Religious Education and Character Education in class VIII, even semester of SMP Negeri 1 Sipoholon for the 2022/2023 academic year: 1) Test the analysis requirements: a) test The positive relationship obtained is rxy = 0.593 > rtable(a=0.05,n=32) = 0.349. b) Testing a significant relationship obtained tcount= 4.037 > ttable(a=0.05,dk=n-2=30)= 2.042. 2) Test the effect: a) Test the regression equation, obtained the regression equation Y ̂="21","28"+0.58X. b) Regression coefficient of determination test (r2) = 35.2%. 3) Test the hypothesis using the F test to obtain Fcount > Ftable=(a=0.05, dk numerator k=14, dk denominator=n-2=32-2=30) namely 16.28 > 2.01. Thus Ha is accepted and H0 is rejected.

Peranan Komunikasi Interpersonal Guru Dalam Meningkatkan Motivasi Belajar Siswa

This study aims to determine the Role of Teacher Interpersonal Communication in increasing Learning Motivation at Van Lith Jakarta Junior High School. This research is a descriptive research with a qualitative approach. The research informants consisted of key informants, namely the teachers and students of Van Lith Middle School and supporting informants, namely the students' parents. Data collection techniques obtained by interview techniques, and documentation. Using descriptive qualitative obtained through data analysis known as data processing. The results of the research on the Role of Teacher Interpersonal Communication in Improving Student Learning Motivation (STUDY ON TEACHER AT SMP VAN LITH) are as follows: (1) Establishing Mutual Relationships (2) Increasing Student Learning Motivation (3) Maximizing School Programs (4) Fostering School Extracurriculars (5) Optimizing School Facilities. Obstacles that are often faced are the lack of different student resources and the lack of writing, the lack of parental attention to children, the lack of optimizing online media resulting in many people not knowing detailed school information, service and togetherness at Van Lith Junior High School is good . School programs and school activities have been carried out effectively.

TEACHER-STUDENT INTERPERSONAL COMMUNICATION RELATIONSHIP AND STUDENT MOTIVATION LEVEL WITH STUDENT SELF-ESTEEM CLASS XII TKJ SMK TRIDAYA BEKASI

The empathetic attitude of teachers who are willing to listen to students' complaints, suggestions and suggestions, provide opportunities for free thinking and opinions, will have an effect on realizing the success of the teaching and learning process, but this cannot be understood by students. Teachers always think optimistically about the abilities of students and believe that students are able to achieve the expected competencies, help students' difficulties, make students have motivation and enthusiasm to learn. This is where the importance of the role of the teacher's interpersonal communication skills on student learning motivation must be developed so that students do not always interact with their gadgets.This study aims to determine the relationship between teacher-student interpersonal communication and the level of student motivation with the self-esteem of Class XII TKJ SMK Tridaya Bekasi students.This study uses a descriptive analytic method with a quantitative nature and a cross sectional research design. The population in this study was 140 TKJ class XII students at Tridaya Sakti Vocational School with a total sample of 104 students who were taken using consecutive sampling.the research shows that there is a relationship between interpersonal communication and motivation with self-esteem of class XII students of TKJ SMK Tridaya Bekasi (P value = 0.000) which means there is a significant positive relationship between interpersonal communication and motivation with self-esteem of class XII students of TKJ SMK Tridaya Bekasi.after doing this research there is a relationship between teacher-student interpersonal communication and the level of teacher motivation with self-esteem in class XII TKJ SMK Tridaya Bekasi.

Interpersonal Communication Strategies for Counseling Teachers in Overcoming Student Delinquency at Nurul Falah High School Jakarta

Interpersonal communication is communication that occurs between two or more people, who have a clear relationship, done face-to-face both verbally and non-verbally, with interpersonal communication will be able to affect the relationship between one another and connected in a certain way. Interpersonal communication is used by counseling guidance teachers in overcoming student delinquency at SMA Nurul Falah Jakarta. The purpose of this study was to determine the interpersonal communication strategies that were carried out between counseling guidance teachers and students in overcoming student delinquency at Nurul Falah High School Jakarta and to determine the inhibiting factors of the counseling counseling teacher's interpersonal communication process in overcoming student delinquency at Nurul Falah High School Jakarta.

Pengaruh Budaya Organisasi dan Komunikasi Interpersonal Guru terhadap Manajemen Mutu Sekolah Taman Kanak-Kanak

School quality improvement management is a quality improvement method that is based on the school itself, applying a set of techniques, based on the availability of quantitative and qualitative data, and empowering all components of the school to continuously improve the capacity and organizational ability of the school to meet the needs of students and the community. This study aims to determine the influence of organizational culture and teacher interpersonal communication on the quality management of Kindergarten schools in the Tangerang District. This study uses a descriptive quantitative approach. The variables in this study are Organizational Culture, Interpersonal Communication and Quality Management. The population in this study were 222 teachers in the Tangerang District from 37 Kindergartens. Sampling used a random sampling technique and obtained a sample of 143 teachers and 30 teachers as a trial. Data collection is done by questionnaire. Validity test using product moment correlation and reliability using alpha cronbach. The results of the study obtained the following conclusions: 1) There is a positive and significant influence of Organizational Culture on the Quality Management of Kindergarten Schools in Tangerang District, Tangerang City, with an r count value of 0.559, β value = 0.580 and t value = 8.001 with a smaller significant value of 0.000 from 0.05. 2) There is a positive and significant influence of Interpersonal Communication on the Quality Management of Kindergarten Schools in Tangerang District, Tangerang City, with a t-value of 11.822 with a significant value of 0.000 which is less than 0.05, the value of r = 0.706 and β = 0.706. 3) There is a positive and significant influence of Organizational Culture on Interpersonal Communication of Kindergarten Teachers in Tangerang District, Tangerang City, with a t-value of 6.045 with a significant value of 0.000 which is less than 0.05, the value of r and β = 0.454

SEMINAR PENDIDIKAN: PENTINGNYA KOMUNIKASI INTERPERSONAL GURU DALAM MEMBENTUK PRESTASI BELAJAR SISWA

Communication between teachers and students is a determining factor for students' success in understanding the material presented in class. Devotion is carried out to provide knowledge to teachers about teacher interpersonal communication techniques in providing material with the aim that the learning process takes place interactively and the material is conveyed appropriately. The service method is carried out using a one-day seminar approach which is carried out face to face to 36 teachers at Rahmania Islamic School Tangerang Selatan with the observation stage, making permits, preparing materials and conducting seminars. The results of the dedication show: the seminar was attended by all teachers running successfully and smoothly. The seminar was carried out with an opening by giving an appeal by the school owner, giving material pride to be a teacher, discussion part 1, giving interpersonal communication material to teachers, discussion part 2, interpersonal effective communication and positif language practices and ending with thanksgiving and prayer

KOMUNIKASI INTERPERSONAL GURU DALAM MENUNJANG MINAT BELAJAR SISWA SISWI MADRASAH ALIYAH SEPAKU DI KAWASAN IBU KOTA NEGARA NUSANTARA

Interpersonal communication is used in the form of achieving goals, for example, communication between teachers and students, and students and students. The purpose of education would not be realized without skilled and creative educators in carrying out the educational process as communication skills in finding out the strategies for supporting and inhibiting factors that support students' learning interests. Based on that reason, this study took the issue of teacher interpersonal communication in supporting students' learning interests at Madrasah Aliyah Sepaku using a descriptive qualitative method. Data collection tools include interview observations and documentation. The results of this study indicated that the interpersonal communication skills of teachers towards their students during the learning process in class such as creating a conducive and pleasant classroom atmosphere could support students' learning interest and intimacy and concern for their students. Factors supporting interest in learning at school were shown by the types of subjects and more focus during the learning process. The inhibiting factors of students' interest in learning were shown by teachers’ quality in teaching and the difficulty accepting subjects. If students are interested in learning activities, the process of learning would be better.

Relationships with Principal Transformational Leadership, Interpersonal Communication, Self-Efficacy and Work Discipline of High School Teachers in Hulu Sungai Selatan District

This study aims to analyze the relationship directly and indirectly between transformational leadership of school principals, interpersonal communication, self-efficacy and work discipline of high school teachers in South Hulu Sungai District. The method used in this study is quantitative research method. The population of this study was 219 teachers. The sample of this study was 141 teachers with the Proportional Random Sampling technique. Data collection instruments are questionnaires consisting of transformational leadership (35), interpersonal communication (23), self-efficacy (31) and work discipline (38) that have met the requirements of validity and reliability tests. Data analysis to test hypotheses using path analysis. The results of this study are that there is a direct relationship: (1) principal transformational leadership and teacher work discipline, (2) interpersonal communication and teacher work discipline, (3) teacher self-efficacy and work discipline, (4) principal transformational leadership and teacher interpersonal communication, (5) principal transformational leadership and self-efficacy, and indirect relationships (6) principal transformational leadership and teacher work discipline through interpersonal communication, 7) principal transformational leadership and teacher work discipline through self-efficacy.

Teacher Interpersonal Communication in Motivating Student Learning at Muhammadiyah 2 Sidoarjo Elementary School during the Covid-19 Pandemic

This study aims to formulate problems regarding teacher interpersonal communication in motivating student learning along with what are supporting and inhibiting factors of teacher-student interpersonal communication during the covid-19 pandemic. The research method used is qualitative with data collection techniques through observation, interviews, and documentation. With the techniques of determining the informant using purposive sampling technique. The result showed that the teacher’s role was crucial in interpersonal communication in order to motivate student learning during covid-19 pandemic. Meanwhile, the inhibiting factors of interpersonal communication between student and teacher were found in the form of technical, physical, semantic, psychological, and social environment factors. The supporting factors themselves are proximity to communication targets, supportive attitude, empathy, teacher self-image, to a positive learning environment.

During the Covid 19 Pandemic at SMAN 10 Depok, the role of Teacher Interpersonal Communication in Fostering Student Learning was Examined

This study intends to identify issues with teacher interpersonal communication in promoting student learning at SMAN 10 Depok during the Covid 19 epidemic. The research methodology adopted is interpretive and qualitative. The participants in this study include 8 (eight) teachers, 4 (four) students, and 2 (two) students who are also students of the SMA Negeri 10 Depok. Data collection methods use archival research, observation, and observational studies. The data analysis model that was used in this study is an interactive data analysis of the Miles and Huberman models. This data analysis includes data collection, data redaction, data processing, and data verification activities. The results of the study show that the interpersonal communication skills of the teachers and students at SMAN 10 Depok are quite good. This is accomplished by distributing educational materials using educational media, such as email, Google Classroom or Google Meet, and private or group WhatsApp.

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

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.

The importance of teacher interpersonal communication as an effort to maintain students' mental health: a study of lerature review

Mental health disorders in students have increased significantly in recent years, including anxiety, depression, stress, and feelings of isolation. Teachers have an important role not only as information transmitters but also as effective learning facilitators. Empirical and responsive interpersonal communication can provide the support, understanding, and guidance needed to maintain students' mental health. The purpose of this article is to provide an overview of the role of interpersonal communication in maintaining students' mental health. This article aims to inform readers of the role teachers play in supporting students' mental health through good interpersonal communication. The method used is a review of the literature by taking an article that can answer research problems. In this case, there are four main sources for research references. The result of this study is that teachers need to establish good interpersonal communication with students to support their mental health. Empirical, responsive, and inclusive communication can provide the support, understanding, and guidance needed to address academic anxiety, depression, stress, feelings of isolation, low self-esteem, and emotional problems. Positive emotional relationships between teachers and students create a safe, supportive, and mental well-being environment for students. Teacher interpersonal communication also promotes collaborative communication between teachers and students. Active participation and open discussion help students feel involved in the learning process, build confidence, and pay attention to their emotional needs. To improve teachers' interpersonal communication, educational institutions need to provide appropriate training and support. Teachers need to develop effective communication skills and an understanding of students' mental health. A supportive and stigma-free environment must also be created so that students feel comfortable talking about health issues.

Pengaruh Komunikasi Interpersonal dan Kompetensi terhadap Prestasi Kerja Guru pada Sekolah Menengah Kejuruan Negeri 1 (SMKN 1) Pasir Penyu Kabupaten Indragiri Hulu

Work performance is the result of carrying out the work achieved by an employee in carrying out the tasks assigned to him. The work performance of teachers at the Pasir Turtle State 1 Vocational High School, Indragiri Hulu Regency is suspected to have not been maximized. The purpose of the study was to analyze the effect of Interpersonal Communication and Competence on the work performance of teachers at the State Vocational High School 1 Pasir Turtle, Indragiri Hulu Regency. This type of research is quantitative. The method used to analyze the data is quantitative method, namely path analysis, correlation coefficient and determination, F test and t test. The results of Interpersonal Communication research affect teacher work performance and competence affect teacher work performance at the State Vocational High School 1 Pasir Turtle, Indragiri Hulu Regency. Optimal teacher interpersonal communication can make it easier for teachers to carry out their duties, both individual work and work that requires teamwork. Competence is a basic characteristic possessed by a person that has a direct effect on, or can predict, excellent work performance.

A qualitative exploration of university students’ perspectives on distance education in Jordan: An application of Moore’s theory of transactional distance

The current study aimed at exploring university students’ perspectives on the emergency distance education strategy that was implemented during the COVID-19 crisis in Jordan, one of the countries in the Eastern Mediterranean Region. Utilizing a qualitative design supported by Moore’s theory of transactional distance, a total of 17 semi-structured interviews were conducted with university students of various study levels and disciplines. Data were inductively analyzed using thematic analysis as suggested by Braun and Clarke. Seven themes have emerged, including, (i) students’ psychological response to the sudden transition in educational process, (ii) students’ digital preparedness, equality, and digital communication, (iii) students’ and teachers’ technical competencies and technostress, (iv) student–student and student–teacher interpersonal communication, (v) quality and quantity of learning materials, (vi) students’ assignments, examinations, and non-reliable evaluation methods, and (vii) opportunities with positive impact of distance learning. The study findings provide evidence that the sudden transition from traditional on-campus to online distance education was significantly challenging in many aspects and was not a pleasant experience for many participants. Various factors under the jurisdiction of academic institutions and decision-makers are considered main contributing factors to the students’ educational experiences amid the pandemic crisis. Therefore, better planning and more sustainable utilization of educational resources have paramount importance in providing a high-quality education. Additionally, more dedicated efforts in terms of equitable, reliable, and credible evaluation systems should be considered in Jordan’s distance education strategy.

Teacher Interpersonal Communication Patterns in Improving the Quality of Islamic Religious Education Learning

The process of interpersonal communication in learning has not received serious attention from Islamic religious teachers. Teachers are only busy with administrative activities. In contrast to SMA al-Izzah Batu, to improve the quality of learning in this global era, several academic and non-academic programs were opened. Based on this phenomenon, this research was conducted. This study uses a qualitative approach by using the form of a case study (case study). The results of this study are as follows: First, the ethics of interpersonal communication has been applied well by teachers and students at SMA al-Izzah when conducting interpersonal communication. Second, the relationship developed in the PAI learning process at al-Izzah High School related to interpersonal communication is the father-child relationship and the spiritual bathiniyah relationship which in the theory of interpersonal relationship analysis is included in the role model category. Third, the interpersonal communication process carried out by PAI teachers at al-Izzah High School is dialogical and moderate.