PENGARUH KOMUNIKASI INTERPERSONAL ORANG TUA-GURU DAN MOTIVASI BELAJAR TERHADAP PRESTASI BELAJAR SISWA DI SMK S 6 PERTIWI CURUP

Ulfa Kesuma, NIM: 19204010055 (2021) PENGARUH KOMUNIKASI INTERPERSONAL ORANG TUA-GURU DAN MOTIVASI BELAJAR TERHADAP PRESTASI BELAJAR SISWA DI SMK S 6 PERTIWI CURUP. Masters thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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Abstract

The background of this research problem is a problem related to the student achievement of SMK S 6 Pertiwi Curup which is below the average graduation criteria. This is driven by many factors, including the lack of interest and motivation for student learning and there are students who are immigrant students from various areas around the Curup area so that they are far from their parents. One of the efforts to overcome these problems, SMK S 6 Pertiwi Curup emphasizes the existence of interpersonal communication between teachers and parents so that they can share information about the development of students while in school. Therefore, it is necessary to conduct research on the effect of teacher-parent interpersonal communication and motivation on student learning achievement. This study aims to determine how much influence of interpersonal communication between teacherparents and motivation on student achievement at SMK S 6 Pertiwi Curup. This research is a quantitative study using multiple linear regression analysis techniques. The study population was 300 students with a sample of 75 respondents. The sampling technique used was Simple Random Sampling and used the Slovin formula to determine the number of samples. Data collection techniques using questionnaires, observation, interviews, and documentation. The research data were analyzed with the help of the SPSS program. The results of this study indicate that: 1) The level of interpersonal communication between parents and teachers in the high category is 71% and learning motivation is 36%, 2) Interpersonal communication between parents and teachers has a significant effect on learning achievement based on a significance level of 0.000 <0 , 05 so it can be concluded that the interpersonal communication variable between parents and teachers (X1) has an effect on the Learning Achievement variable (Y) with a percentage of 27.7%. 3) Learning motivation has a significant influence on learning achievement based on the significance level of 0.000 <0.05, so it can be concluded that the Learning Motivation variable (X2) affects the Learning Achievement variable (Y) with a percentage of 28.9%. 4) Whereas for the difference in the level of influence between the parent-teacher interpersonal communication variable and learning motivation which is more influencing is the learning motivation variable. This can be seen in the β value in parent-teacher interpersonal communication is 0.475 while for learning motivation the value of β is 0.607. And the effect of the two variables together between parentteacher interpersonal communication and learning motivation is 57%, while 43% is influenced by other variables outside the variables in this study. Other factors that are not present in this study include learning methods and strategies, student learning activeness, learning environment, interests, intelligence and school programs or activities. And what dominates over these factors is learning activeness. While the implications of this research can be in the form of Parenting School, Weekly Program for parent's and Communication book, these activities can be carried out by collaborating between teachers and parents of students.

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