The Role of Teacher Interpersonal Behavior on Learning Outcomes in The Cognitive, Affective, and Moral Domains
DOI:
https://doi.org/10.23887/jpiundiksha.v13i1.68225Kata Kunci:
Teacher Interpersonal, Learning Outcomes, Cognitive, Affective, Moral, Classroom InteractionAbstrak
Penelitian ini bertujuan untuk mengetahui peran interpersonal guru dalam meningkatkan kemampuan kognitif, afektif, dan moral siswa serta menguji angket interaksi guru yang menguji korelasi antara pandangan siswa terhadap kemampuan interpersonal guru dan kemampuan kognitif, afektif, dan moral siswa. Penelitian ini menggunakan analisis desain faktorial untuk melihat peran keterampilan interpersonal guru terhadap kemampuan kognitif, afektif, dan moral siswa. Partisipan yang terlibat dalam penelitian ini berjumlah 550 siswa SMP. Hasil penelitian menunjukkan bahwa persepsi siswa terhadap kemampuan interpersonal guru berkorelasi signifikan dengan hasil belajar pada ranah kognitif, afektif, dan moral siswa. Selain itu, skala angket yang dirancang peneliti memenuhi kriteria validitas karena skala angket mampu menjelaskan skala apa yang menjadi prediktor positif dan negatif terhadap hasil belajar siswa pada setiap domain. Temuan mengenai perilaku interpersonal guru menunjukkan bahwa skala kepemimpinan, kegunaan/keramahan, pengertian, dan tanggung jawab/kebebasan siswa merupakan skala prediktor yang signifikan terhadap hasil belajar. Namun berbeda dengan skala ketidakpastian, ketidakpuasan, teguran, dan disiplin menunjukkan nilai hasil belajar yang rendah. Implikasinya dalam penelitian ini adalah guru harus menampilkan perilaku interpersonal yang positif selama proses pembelajaran atau interaksi dengan kelas agar proses pembelajaran lebih efektif. Kontribusi perilaku interpersonal guru yang positif tidak hanya memberikan kontribusi terhadap hasil belajar pada ranah kognitif saja, tetapi juga pada ranah afektif dan moral.
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