Hubungan Teacher-Student Relationship dengan Motivasi Belajar Siswa Kelas IX di SMP Negeri 4 Kota Bogor

Putri Nurazizah; Noneng Siti Rosidah; Khaidir Fadil

doi:10.59698/afeksi.v7i4.1076

Authors

Putri Nurazizah Universitas Ibn Khaldun Bogor, Indonesia, Indonesia
Noneng Siti Rosidah Universitas Ibn Khaldun Bogor, Indonesia, Indonesia
Khaidir Fadil Universitas Ibn Khaldun Bogor, Indonesia, Indonesia

DOI:

https://doi.org/10.59698/afeksi.v7i4.1076

Keywords:

Motivasi Belajar, Remaja, Siswa SMP, Teacher-Student Relationship, Teacher Support

Abstract

Motivasi belajar pada masa remaja tidak hanya berkaitan dengan faktor individual, tetapi juga dengan kualitas relasi sosial yang dialami siswa di sekolah. Penelitian ini bertujuan menggambarkan tingkat teacher-student relationship dan motivasi belajar serta menguji hubungan antara kedua variabel pada siswa kelas IX SMP Negeri 4 Kota Bogor. Penelitian menggunakan pendekatan kuantitatif korelasional. Populasi berjumlah 340 siswa dan sampel sebanyak 184 siswa dipilih melalui simple random sampling. Teacher-student relationship diukur menggunakan skala Likert 21 butir yang disusun berdasarkan dimensi closeness, conflict, dan dependency, sedangkan motivasi belajar diukur menggunakan skala Likert 21 butir yang mencakup indikator motivasi intrinsik dan ekstrinsik. Analisis meliputi statistik deskriptif, uji normalitas residual, dan korelasi Pearson product-moment. Hasil menunjukkan bahwa teacher-student relationship paling banyak berada pada kategori sedang (120 siswa; 65,2%), demikian pula motivasi belajar (122 siswa; 66,3%). Uji normalitas residual menghasilkan p = 0,200. Korelasi Pearson menunjukkan hubungan positif dan signifikan antara teacher-student relationship dan motivasi belajar, r = 0,202, p = 0,006, N = 184, dengan kekuatan hubungan kecil. Temuan menunjukkan bahwa siswa yang melaporkan relasi yang lebih positif dengan guru cenderung memiliki motivasi belajar yang lebih tinggi, tetapi teacher-student relationship bukan satu-satunya faktor yang berkaitan dengan motivasi. Implikasi penelitian menekankan pentingnya komunikasi suportif, kepedulian, kejelasan struktur, dan dukungan otonomi dalam interaksi guru-siswa. Interpretasi temuan perlu mempertimbangkan keterbatasan desain korelasional dan belum tersedianya pelaporan psikometrik instrumen secara rinci.

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