Dukungan Sosial Teman Sebaya dan Persepsi Siswa Terhadap Cara Mengajar Guru dengan Motivasi Belajar
DOI:
https://doi.org/10.30868/ei.v11i01.2335Keywords:
Dukungan Sosial Teman Sebaya, Persepsi Siswa terhadap Cara Mengajar Guru, Motivasi BelajarAbstract
Through the educational formal, students are expected to experience changing positive vibes. Nevertheless, many factors appeared in the process of learning. One of them is learning motivation. Following the researcher, salient factors are peer social support and students’ perceptions of teachers’ pedagogic with learning motivation. For that, the research interested to do the research. The study aimed to investigate the correlation between peer social support and students’ perception of teachers’ pedagogic with learning motivation. The statistical technique to test a hypothesis with multiple regression. The result of the analysis is proven that there was a positive correlation between peer social support and students’ perceptions on teachers’ pedagogic with learning motivation which showed that value = .497; p= 0,000. There was a significant positive relationship between peer social support with learning motivation (r=0.527; F=57.66; p<0,01), and there was a positive significance between students’ perceptions of teacher’s pedagogic with learning motivation (r=0,469; F=36,639; p=0,000 or p<0,01), with the effective contribution independent variable peer social support and students’ perceptions on teacher’s pedagogic with learning motivation of 27.8%. The conclusion of this research showed that there was a positive correlation between peer social support and students’ perceptions of teachers' pedagogic with learning motivation. There was a positive correlation between peer social support and students’ perceptions of teacher’s pedagogic with the learning motivation, and there was a positive significance between students’ perceptions of teacher’s pedagogic with learning motivation.
Keywords: Peer Social Support, Students’ perceptions on teacher’s pedagogic, Learning motivation.
Â
Â
Melalui pendidikan formal, peserta didik diharapkan mengalami perubahan yang lebih positif. Namun demikian, akan ada banyak faktor yang muncul dalam proses pembelajaran. Salah satunya yaitu motivasi belajar. Menurut peneliti faktor yang dominan adalah dukungan sosial teman sebaya dan persepsi siswa terhadap cara mengajar guru. Untuk itulah peneliti tertarik untuk membuktikannya lebih lanjut. Tujuan penelitian ini untuk mengetahui ada korelasi dukungan sosial teman sebaya dan persepsi siswa terhadap cara mengajar guru dengan motivasi belajar. Teknik statistik untuk menguji hipotesis dengan mengunakan regresi ganda. Hasil analisis data terbukti bahwa ada hubungan positif yang signifikan antara dukungan sosial teman sebaya dan persepsi siswa terhadap cara mengajar guru dengan motivasi belajar yang ditunjukkan oleh nilai r= 0.497; p= 0,000. Ada hubungan positif yang signifikan antara dukungan sosial teman sebaya dengan motivasi belajar (r=0.527; F=57.66; p<0,01), dan ada hubungan positif yang signifikan antara persepsi siswa terhadap cara mengajar guru dengan motivasi belajar (r=0,469; F=36,639; p=0,000 atau p<0,01), dengan sumbangan efektif variabel bebas dukungan sosial teman sebaya dan persepsi siswa terhadap cara mengajar guru sebesar 27,8%. Adapun kesimpulan penelitian Ada hubungan positif yang signifikan antara dukungan sosial teman sebaya dan persepsi siswa terhadap cara mengajar guru dengan motivasi belajar. Ada hubungan positif yang signifikan antara dukungan sosial teman sebaya dengan motivasi belajar, dan ada hubungan positif yang signifikan antara persepsi siswa terhadap cara mengajar guru dengan motivasi belajar.
Kata Kunci: Dukungan Sosial Teman Sebaya, Persepsi Siswa terhadap Cara Mengajar Guru, Motivasi Belajar
Â
References
Adeyemi, B., Adejoke, A., & Christiana, O. (2019). Peer group influence on academic performance of undergraduate students in Babcock University, Ogun State. 7(June), 81–87. https://doi.org/10.30918/AERJ.72.19.010
Afiatin, T & Uyun, M. (2005). Hubungan kreativitas dan intelegensi dengan prestasi belajar pada siswa akselerasi: Universitas Gadjah Madah.
Ahmadi & Supriyono. (1991). Psikologi Belajar. Jakarta: PT. Rineka Cipta.
Arikunto. (1991a). Prosedur Penelitian. Jakarta: PT. Rineka Cipta.
Arikunto. (1993b). Manajemen Pengajaran: Secara Manusiawi. Jakarta: Rineka Cipta.
Atkinson, R. L., Atkinson, R. C, Hilgrard, E. R. (1992). Pengantar Psikologi Jilid 2. Penterjemah:
Taufiq, N. dan Dharma, A, Edisi VII: Jakarta: Erlangga.
Azwar, Saifuddin. (1999a). Metode Penelitian. cet-6. Yogyakarta: Pustaka Pelajar.
Azwar, Saifuddin. (1997b). Reliabilitas & Validitas. cet-6. Yogyakarta: Pustaka Pelajar
Azwar, Saifuddin. (2005c). Penyusunan Skala Psikologi. cet-7. Yogyakarta: Pustaka Pelajar.
Crow & Crow, A. (2004). Psikologi Pendidikan. Alih Bahasa: Kasifan, Z. Surabaya: Bina Ilmu.
Chen, J. J. (2008). Grade-Level Differences. 29 (2), 183–198. https://doi.org/10.1177/0143034308090059
Cohen, S. (2014). Social Relationships and Health. June. https://doi.org/10.1037/0003-066X.59.8.676
Davidoff. (1991). Psikologi Suatu Pengantar.ed-2. jil-2. Alih Bahasa: Marijuniah. Jakarta: Erlangga.
Davion Johnson. (2017). The Role of Teachers in Motivating Students To Learn Davion Johnson. 9(1), 46–49.
Deny Setya Pratiwi. (2019). Peran teman sebaya (peer group) terhadap motivasi belajar siswa di kelas ivb sd n cebongan mlati sleman skripsi.
Uyun, M & Erlita, Seri (2020). Hubungan Komunikasi Interpersonal dan Motivasi Berafiliasi Dengan Intensi Prososial Kelas XI SMU. Jurnal RAP (Riset Aktual Psikologi Universitas Negeri Padang), 11(1), 65. https://doi.org/10.24036/rapun.v11i1.108524
Fadilah, A., & Marjohan, M. (2021). Parent support contribution and peer conformity on learning motivation. 7(1), 53–58.
Farhati & Rosyid. (1996). Karakteristik Pekerjaan dan Dukungan Sosial Terhadap Tingkat Burn Out Pada Human Service Corporation, Jurnal Psikologi No.1-12.
Gibson. (1998). Organisasi Dan Manajemen. ed-4. Alih Bahasa: D. J. Wahid. Jakarta: Erlangga.
Gottlieb. (2003). Social Support Strategies, Guildelines For Mental Health Practice. London: Sage Publications.
Hadi, Sutrisno. (1993). Statistik Jilid 2. Yogyakarta: Andi Ofset.
Hardjana. (1994). Kiat Sukses Studi di Perguruan Tinggi. Yogyakarta: Kanisius.
Hestenes & Caroll. (2001). Children’s Relationship With Peers: Defferential Associations With Aspect of The Teacher-Child Relationship. Journal of Developmental Psychology. Los Angeles. No. 65. Hal. 253-263.
Holden, A. R. (2002). The Effects of Parents, Teachers, and Peers on Academic Motivation.
Hurlock. (1996a). Psikologi Perkembangan Anak Jilid 2. Alih Bahasa: Tjandrasa. Jakarta: Erlangga.
Hurlock. (1994b). Psikologi Perkembangan Suatu Pendekatan Sepanjang Rentan Kehidupan. ed-5. Alih Bahasa: Istiwidayati, Jakarta: Erlangga
Justina, R. I. (2016). Motivational Factors that Enhance Students Learning/Achievement. SSRN Electronic Journal, 04(02), 323–331. https://doi.org/10.2139/ssrn.2714297
Kartono dan Gulo. (1997). Kamus Psikologi. Bandung: Pioner Jaya.
Kaur, S. (2019). Role of a Teacher in Student Learning Process Sarabjeet Kaur. 8(12), 41–45.
Kiefer, S. M., & Florida, S. (2015). Teacher and Peer Support for Young Adolescents ’ Motivation , Engagement , and School Belonging Review of Literature. 38(8), 1–18.
Kindermann, T. (2015). Peer Group Influences on Students ’ Academic Motivation. January.
Krejcie, Robert & Morgan, Daryle. (1970). Determining Sample Size For Research Activities. Educational and Psychological Measurment
Kusuma, P. A. (2017). Hubungan antara dukungan sosial teman sebaya dengan motivasi belajar siswa kelas XI SMA Muhammadiyah plus Salatiga tahun ajaran 2016/2017.
Maharani, F., & Kinanthi, M. R. (2018). Peran Komitmen Pernikahan tipe Personal Dedication terhadap Kepuasan Pernikahan pada Individu yang Menjalani Commuter Marriage. Insight : Jurnal Pemikiran Dan Penelitian Psikologi, 14(1), 15. https://doi.org/10.32528/ins.v14i1.728
Mappiare. (2002). Psikologi Remaja. Surabaya: Usaha Nasional.
Marwanto. (2020). The Role of Teachers in Increasing Student Motivation on Learning Indonesian Language Peran Guru dalam Meningkatkan Motivasi Siswa pada Pembelajaran Bahasa Indonesia. 20, 273–284.
McClelland. (1997). Human Motivations. New York: The Press Sindicate of The Univercity of Chambrigde
Monks. (1996). Psikologi Perkembangan: Pengantar Dalam Berbagai Bagiannya. Jakarta: Erlangga.
Purnama, N. A., Rahayu, N. S., & Yugafiati, R. (2019). Students’ Motivation in Learning English. PROJECT (Professional Journal of English Education), 2(4), 539. https://doi.org/10.22460/project.v2i4.p539-544
Purwanto. (1994). Psikologi Pendidikan. Bandung: Remaja Rosdakarya.
Putu Avril Katleyana dan Ni Made Swasti Wulanyani. (2019). Peran dukungan sosial orangtua dan persepsi siswa mengenai kompetensi pedagogik guru terhadap motivasi belajar siswa SMA di Kota Denpasar. 22–31. https://ojs.unud.ac.id/index.php/psikologi/article/view/52405
Robbins, S. (1996). Perilaku Organisasi, Konsep, Kontroversi, Aplikasi. ed-Bahasa Indonesia. terj. Hadyana Pujaatmaka & Benyamin Molan. Jakarta: PT. Prenhallindo
Rustham, A. T. P., Aras, R. A., & Munsi, Y. (2022). The Contribution of Peer Social Support to Academic Resilience among Adolescents in Online Learning. Proceedings of the Interdisciplinary Conference of Psychology, Health, and Social Science (ICPHS 2021), 639(Icphs 2021), 199–202. https://doi.org/10.2991/assehr.k.220203.031
Rusyan. (1992). Pendekatan dalam Proses Belajar Mengajar. Bandung: Rosdakarya.
Saefudin, W., Hajar, S., & Yusoff, M. (2021). Self-efficacy in online learning during pandemic. 19(2), 133–154.
Sadli. (1998). Inteligensi, Bakat dan Tes IQ. Jakarta: Dian Rakyat.
Santi, N. N., & Khan, R. I. (2019). Pengaruh Dukungan Teman Sebaya Terhadap Motivasi Belajar Siswa Kelas III Sekolah Dasar. Jurnal Pendidikan Dasar Nusantara, 4(2), 192–193. http://ojs.unpkediri.ac.id/pgsd
Santosa. (2004). Pendidikan Watak Utama Tugas Pendidikan. Jakarta. UI.
Sardiman. (1998). Interaksi dan Motivasi Belajar. Jakarta: CV. Rajawali.
Singh, P., & Singh, M. P. (2021). The Role of Teachers in Motivating Students to Learn. 11(June), 29–32. https://doi.org/10.30954/2231-4105.01.2021.6
Skiner & Belmont (1993). Motivations In The Classroom. Journal of Educational Psychological Association. Vol, 85. No. 4, Hal 571-581.
Smet. (1992). Psikologi Kesehatan. Jakarta: Gramedia Widya Sarana Indonesia.
Soemanto, W. (2006). Psikologi Pendidikan. cet-5. ed-rev. Jakarta: Rineka Cipta.
Tanveer, M., Shabbir, M., Ammar, M., Dolla, S., & Aslam, H. (2012). Influence of Teacher on Students’ Learning Motivation in Management Sciences Studies. American Journal of Scientific Research, 67(1), 76–87.
Taylor. (2004). Health Psychology (2nd ed). Newyork: Mc Graw Hill Inc.
Ullah, M. I., Sagheer, A., Sattar, T., & Khan, S. (2013). Factors Influencing Students Motivation to Learn in Bahauddin Zakariya University, Multan (Pakistan). International Journal of Human Resource Studies, 3(2), 90. https://doi.org/10.5296/ijhrs.v3i2.4135
Vargas-madriz, L. F., & Konishi, C. (2021). The Relationship Between Social Support and Student Academic Involvement : The Mediating Role of School Belonging. https://doi.org/10.1177/08295735211034713
Vollet, J. W. (2017). In Peer Matters , Teachers Matter : Peer Group Influences on Students ’ Engagement Depend on Teacher Involvement.
Vollet, J. W., & Kindermann, T. A. (2020). Promoting persistence : Peer group influences on students’ re-engagement following academic problems and setbacks. 44(4), 354–364. https://doi.org/10.1177/0165025419880614
Walgito. (1998). Pengantar Psikologi Umum. Yogyakarta: BPP UGM.
Warsah, I., & Uyun, M. (2019). Kepribadian Pendidik: Telaah Psikologi Islami. Psikis : Jurnal Psikologi Islami, 5(1), 62–73. https://doi.org/10.19109/psikis.v5i1.3157
Winkel. (1999). Psikologi Pengajaran. Jakarta: PT. Gramedia.
Xerri, M.J., Radford, K & Shacklock, K. (2018). Students engagement in academic acitivities: a social support perspective. High Education, 75, 589-605.
https://doi.org/10.1007/s10734-017-0162-9
Zumbrunn, S., McKim, C., Buhs, E. Et al. (2014). Support, belonging, motivation, and engagement in the college classroom: a mixed method study. Instruction Science 42, 661-684. https://doi.org/10.1007/s112510014-9310-0
Downloads
Published
Issue
Section
Citation Check
License
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
