HUBUNGAN ANTARA DUKUNGAN GURU, MOTIVASI BERPRESTASI, DAN KETERLIBATAN SISWA SELAMA PEMBELAJARAN LURING PASCA PANDEMI COVID-19 DI SMA NEGERI 1 SUMPIUH

Atika Damayanti, NIM.: 19107010062 (2023) HUBUNGAN ANTARA DUKUNGAN GURU, MOTIVASI BERPRESTASI, DAN KETERLIBATAN SISWA SELAMA PEMBELAJARAN LURING PASCA PANDEMI COVID-19 DI SMA NEGERI 1 SUMPIUH. Skripsi thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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Abstract

The transition from online learning to offline learning that occurred after the Covid-19 pandemic has become an interesting issue in the world of education. The purpose of this study is to determine the connection between teacher support, achievement motivation, and student engagement during post-pandemic offline learning at SMA Negeri 1 Sumpiuh. The method for this research was correlational quantitative. The subjects were 311 participating students from Public Senior High School 1 of Sumpiuh, chosen by stratified random sampling. The measuring tool in this study used the Student Engagement Scale compiled by researchers, the adoption of the Teacher Support scale compiled by Chen (2005), and the adoption of the Academic Motivation Scale compiled by Marvianto and Widhiarso (2019). Data analysis was performed using multiple linear regression analysis method. The hypothesis test shows that there is a simultaneous positive relationship between teacher support, achievement motivation and student involvement during offline learning after the Covid-19 pandemic at Sumpiuh 1 Public High School. This is indicated by a significance value of p = 0.000 (p <0.05), so that the major hypothesis in this study is proven. Meanwhile, the results of the partial test showed that teacher support and achievement motivation both obtained a significance value of p=0.000 (p<0.05). This shows that teacher support and achievement motivation each have a positive relationship with student involvement. Therefore, the second minor hypothesis and the third minor hypothesis are proven.. Thus, both the second and third minor hypotheses were proven to be true. In addition, the effective contribution (EC) of teacher support is 11,31% and achievement motivation is 18,09%, so both independent variables collectively only affect student engagement by 29,4%. This research can represent the condition of offline learning post-COVID-19, and the results can help the school, teachers, and students to evaluate themselves.

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