Teacher communication intensity impacts student learning motivation in the era of the industrial revolution 4.0

Ali Akbarjono(1),
(1) UIN Fatmawati Sukarno Bengkulu  Indonesia

Corresponding Author


DOI : https://doi.org/10.29210/183300

Abstract


The purpose of this study was to determine whether there was an influence of the intensity of teacher communication on students' learning motivation in Islamic education learning in the industrial era 4.0 at SMP Negeri 26 Seluma. The research approach used is quantitative with associative methods through field surveys. The formulation of the problem in this study is whether there is an influence of the intensity of teacher communication on student learning motivation in the industrial era 4.0 for students of SMP Negeri 26 Seluma. Based on the results of the study, it was concluded that there was an influence of the intensity of teacher communication on student learning motivation in Islamic education learning management in the industrial era 4.0 at SMP Negeri 26 Seluma. The correlation calculation results show that the value of the "r" count is 0.472 with N = 26 at df 24 with a 5% significance level of 0.388. While the calculated rxy result of 0.472 was greater than the "r" table at a significance level of 5%, so the hypothesis which states that there is an influence of teacher communication intensity on motivation to learn Islamic Education in the industrial era 4.0 students of SMP Negeri 26 Seluma can be accepted. The intensity of teacher communication contributes to student learning motivation by 22.27% and the remaining 77.3% is determined by other variables.

References


Anderson. (1996). Theory of Communication; A practical Introduction to Theory. St. Martin’s Press.

Bimas Saputra, E. (2022). the Effect of Teacher Communication Ability and Learning Motivation on Student Learning Outcomes in Economic Lessons for Class Xi Ips Sma Ekasakti in Padang Academic Year 2015/2016. Journal International on Global Education, 1(1), 1–10. https://doi.org/10.31933/jige.v1i1.532

Bovill, C., Cook-Sather, A., & Felten, P. (2011). Students as co-creators of teaching approaches, course design, and curricula: Implications for academic developers. International Journal for Academic Development, 16(2), 133–145. https://doi.org/10.1080/1360144X.2011.568690

Djali. (2008). Psikologi Pendidikan [Educational Psychology]. Pt Bumi Aksara.

Dwinda, A. (2021). Mengenal VUCA: Volatility, Uncertainty, Complexity, Ambiguity [Get to know VUCA: Volatility, Uncertainty, Complexity, Ambiguity].

Efriadi, T. (2020). wawancara.

Feryal, C. (2010). Student teachers’ perceptions of teacher competence and their attributions for success and failure in learning. The Journal of International Social Research, 3(10), 213–217.

Hapudin, M. S. (2021). Pengantar Ilmu Pendidikan memasuki Era Revolusi Industri 4.0 (1st ed.). [Introduction to Educational Science entering the Industrial Revolution Era 4.0]

Jono, ali akbar. (2022). Kinerja Tugas Dosen (task performance) Dosen ditinjau dari Perspektif Manajemen Organisasi [Lecturer task performance (task performance) Lecturer in terms of Organizational Management Perspective].

Mawardi. (2018). Hubungan Komunikasi Guru Terhadap Motivasi Belajar Siswa Kelas V SD Negeri Tangerang 6 Kota Tangerang [The Relationship between Teacher Communication and Learning Motivation for Class V Students at Tangerang 6 Public Elementary School, Tangerang City]. Didaktida Tauhidi: Jurnal Pedidikan Sekolah Dasar, 5(April), 1–14.

Mulyasa. (2006). Menjadi Guru Profesional Menciptakan Pembelajaran Kreatif dan Menyenangkan [Becoming a Professional Teacher Creates Creative and Fun Learning]. PT Remaja Rosdakarya.

Othman, A. K., Hamzah, M. I., & Hashim, N. (2014). Conceptualizing the Islamic Personality Model. Procedia - Social and Behavioral Sciences, 130, 114–119. https://doi.org/10.1016/j.sbspro.2014.04.014

Pedaste, M., Leijen, Ä., Poom‐valickis, K., & Eisenschmidt, E. (2019). Teacher professional standards to support teacher quality and learning in Estonia. European Journal of Education, 2019, 389–399. https://doi.org/10.1111/ejed.12346

Power, P. (2004). Business perspectives on educational leadership: what is the “bottom line”? Occasional Paper, Incorporated Association of Registered Teachers of Victoria (IARTV). 9–15.

Putri, A. (2016). Low Motivation in Learning Speaking. ANGLO-SAXON: Jurnal Ilmiah Program Studi Pendidikan Bahasa Inggris, 6(2), 14. https://doi.org/10.33373/anglo.v7i1.491

Rakhmat, J. (2011). Psikologi Komunikasi. remaja rosdakarya.

Ramli, N., Muljono, P., & Afendi, F. M. (2018). External Factors, Internal Factors and Self-Directed Learning Readiness. Journal of Education and E-Learning Research, 5(1), 37–42. https://doi.org/10.20448/journal.509.2018.51.37.42

Rembuksari, J., Hatta, S., & Timur, J. (2021). The Relationship between Teachers. Abstract, 6(2).

RI, U. (2003). Sistem Pendidikan Nasional [National Education System].

Sanjaya, W. (2014). Strategi Pembelajaran Berorientasi Standar Proses Pendidikan [Educational Process Standards Oriented Learning Strategies]. Prenada Media Group.

Sardiman. (2014). Interaksi dan Motivasi Belajar Mengajar [Teaching and Learning Interaction and Motivation]. Rajawali Pers.

Sudijono, A. (2014). Pengantar Statistik Pendidikan [Introduction to Education Statistics]. Rajawali Pers.

Sugiyono. (2014). Metode Penelitian Kuantitatif Kualitatif dan R & D [Qualitative Quantitative Research Methods and R & D]. Alfabeta.

Sukmadinata, N. S. (2008). Metode Penelitian Pendidikan [Educational Research Methods]. Remaja Rosdakarya.

Undang-undang RI Nomor 20 Tahun 2003, (2003).

Wahyuni, S., & Bhattacharya, S. (2021). Strategy of Islamic Religious Education Teachers in Increasing Student Learning Motivation. Tafkir: Interdisciplinary Journal of Islamic Education, 2(2), 229–249. https://doi.org/10.31538/tijie.v2i2.22

Yalcin Arslan, F. (2019). The role of lesson study in teacher learning and professional development of EFL teachers in Turkey: A case study. TESOL Journal, 10(2), 1–13. https://doi.org/10.1002/tesj.409

Ybnu Taufan, M., & Basalamah, A. (2021). Implementation of Teacher Social Competence in Improving Student Learning Motivation. Golden Ratio of Social Science and Education, 1(1), 25–36. https://doi.org/10.52970/grsse.v1i1.99


Article Metrics

 Abstract Views : 69 times

Refbacks

  • There are currently no refbacks.


Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.