Hubungan Komunikasi Dalam Keluarga Terhadap Motivasi Belajar Peserta Didik
DOI:
10.29303/jcar.v5iSpecialIssue.3898Published:
2023-06-24Downloads
Abstract
Motivasi belajar siswa pada umumnya masih tergolong rendah. Semakin rendah motivasi belajar yang dimiliki, maka semakin rendah pula hasil belajar yang diperoleh. Penelitian ini bertujuan untuk mengetahui hubungan komunikasi dalam keluarga terhadap motivasi belajar peserta didik kelas IV SDN Gugus Rinjani Kecamatan Sembalaun. Penelitian merupakan penelitian kuantitatif korelasional dengan populasi semua SD yang terdapat di Gugus Rinjani, Kecamatan sembalun sebanyak 7 SD dan secara rendom diambil sampel sebanyak 110 peserta didik. Data penelitian dikumpulkan menggunakan dua jenis angket yaitu angket komunikasi dalam keluarga dan angket motivasi belajar, kemudian dianalisis menggunakan uji normalitas, uji linearitas dan uji korelasi product moment. Hasil penelitian menunjukkan bahwa terdapat hubungan yang signifikan antara komunikasi dalam keluarga dengan motivasi belajar peserta didik kelas IV di SDN gugus Rinjani Kecamatan Sembalun yang dibuktikan dengan nilai rhitung yang diperoleh sebesar 0,713 dan r tabel sebesar 0,187 atau 0,713 > 0,187. Â Hubungan komunikasi dalam keluarga memiliki pengaruh yang signifikan terhadap motivasi belajar peserta didik kelas IV di SDN gugus Rinjani, Kecamatan Sembalun.
Keywords:
Komunikasi Dalam Keluarga, Motivasi Belajar, Hasil Belajar.References
Akudo, (2020) . Relationship between techers’ Effektive Communication and stududents’ Motivasion in learning in scoondary school in anambra state. Internasional jurnalof scintiefic and technology reserach 09,. Doi: www.ijstr.org
Andriani, R., & Rasto, R. (2019). Motivasi belajar sebagai determinan hasil belajar siswa. Jurnal Pendidikan Manajemen Perkantoran, 4(1), 80.-86 https://doi.org/10.17509/jpm.v4i1.14958.
Camacho-Thompson, D. E., Gillen-O’Neel, C., Gonzales, N. A., and Fuligni,
A. J. (2016). Financial strain, major family life events, and parental academic
involvement during adolescence. J. Youth Adolesc. 45(6): 1065–1074. doi: 10.1007/s10964-016-0443-0
Chang, H., Shaw, D. S., Shelleby, E. C., Dishion, T. J., and Wilson, M. N. (2017). The long-term effectiveness of the family check-up on peer preference: parentchild interaction and child effortful control as sequential mediators. J. Abnorm. Child Psychol. 45, 705–717. doi: 10.1007/s10802-016-0198-9
Csikszentmihalyi, M., & Wong, M. M. H. (2014). Motivation and academic achievement: The
effects of personality traits and the quality of experience. In Applications of Flow in Human
Development and Education. 437-465 doi: 10.1111/j.1467-6494.1991.tb00259.x
Epstein, N., Baldwin, L., & Bishop, D. (2013). McMaster family assessment device. Handbook Of Measurements For Marriage And Family Therapy, 77
Farzana, et al (2013). Contribution of Parenting Style in life domain of Children. Journal of Humanis And Social Science. 12(2):91-95 doi:10.9790/0837-1229195
Helmawati. 2014. Pendidikan Keluarga dan Praktis. Bandung: Rwmaja Rosdakarya.
Hollmann, J., Gorges, J., and Wild, E. (2016). Motivational antecedents and consequences of the mother-adolescent communication. Journal of Child and Family Studies, 25(3), 767–780. https://doi.org/10.1007/s10826-015-0258-8
Malczyk, B. R., and Lawson, H. A. (2017). Parental monitoring, the parent-child relationship and children’s academic engagement in mother-headed singleparent families. Children and Youth Services Review. 73, 274–282. Doi: 10.1016/j.childyouth.2016.12.019
Morrisan. 2013. Teori Komunikasi. Individu Hingga Massa. Jakarta: Kencana Prenada Media Group
Muhwezi, W.W., Katahoire, A.R., Banura, C., Mugooda, H., Kwesiga, D., Bastien, S., & Klepp, K.I. (2015). Perceptions and experiences of adolescents, parents and school administrators regarding adolescent-parent communication on sexual and reproductivehealth issues in urban and rural Uganda. Reproductive Health, 12(110), 3–16. Doi: 10.1186/s12978-015-0099-3
Pempek, T. A. (2017). The effects of parent-child interaction and media use on cognitive development in infants, toddlers, and preschoolers. Cognitive Development in Digital Contexts. 2017, 53–74. doi: 10.1016/B978-0-12-809481-5.00003-1
Rahman, M. Z., & Rochayati, N. (2018). Pengaruh Komunikasi Orang Tua Dan Motivasi Belajar Siswa Terhadap Prestasi Belajar IPS (Siswa Kelas Viii Smpnegeri 2 Sakra Barat Kabupaten Lombok Timur Ntb). Jurnal Kajian Penelitian dan Pengenbangan Kependidikan. 6,(1): 61-68. https://doi.org/10.31764/paedagoria.v6i1.105
Rahmawati & Gazali, M. (2018). Pola
komunikasi dalam keluarga. Al-Munzir,
(2), 163–181
Ratna Ningrum, W. (2018). Pengaruh Peranan Dan Pola Asuh Orang Tua Terhadap Hasil Belajar Siswa Sekolah Dasar Negeri (SDN) Di Kecamatan Bogor Barat. Jurnal Pendidikan, 17(2), 129–137.
https://doi.org/10.33830/jp.v17i2.273.2016
Rosmalina, D., & Zulyanty, M. (2019). Dukungan Orang Tua Terhadap Motivasi Belajar Siswa Kelas Unggul. Jurnal Gentala Pendidikan Dasar. 4(01): 64-75 https://doi.org/10.22437/gentala.v4i1.6848
Sabarua , & mornene (2020).Komunikasi Keluarga dalam membentuk karakter anak Jurnal Pendidikan, 4, 82-89.
https://ejournal.undiksha.ac.id/index.php/IJEE
Shannon, M., Barry, C. M., DeGrace, A., and DiDonato, T. (2016). How parents still help emerging adults get their homework done: the role of self-regulation as a mediator in the relation between parent–child relationship quality and school engagement. Journal of Adult Development, 23(1), 36–44. https://doi.org/10.1007/s10804-015-9219-0
Shao, Y., & Kang. S. (2022). The Link Between Parent–Child Relationship and Learning Engagement Among Adolescents: The Chain Mediating Roles of Learning Motivation and Academic Self-Efficacy. Frontiers in Edducation. 7: 1-11. Doi: 10.3389/feduc.2022.854549
Solihat, M. (2015). Komunikasi Orang Tua dan Pembentukan Kepribadian Anak. Mediator: Jurnal Komunikasi, 6(2), 307–312. https://doi.org/10.29313/mediator.v6i2.1210
Solimun dk (.2020) Metodologi Penelitian Kuantitatif Perspektif Sistem Mengungkapkan Novelty Dan Memenuhi Validitas Penelitian. Malang: UB Press
Sudjono, Anas. (2014) Pengantar Statistik Pendidikan. Jakarta: Rajawali Pers.
Sukestiyarno. (2014) Statistika Dasar. Yogyakarta: CV Andi Offest.
Tan, J. H., Ismanto, A.Y., & Babakal, A.
(2013). Hubungan antara dukungan orang tua
dengan motivasi belajar pada anak usia sekolah kelas IV dan V di SD Negri Kawangkoan Kalawat. E-journal Keperawatan (e-Kp) 1(1).1-8
Vukovic, R. K., Roberts, S. O., and Wright, L. G. (2013). From parental involvement to children’s mathematical performance: the role of mathematics anxiety. Early Educ. Dev. 24, 446–467. doi: 10.1080/10409289.2012.693430
Wang, M., Deng, X., and Du, X. (2017). Harsh parenting and academic achievement in Chinese adolescents: Potential mediating roles of effortful control and classroom engagement. J. Sch. Psychol. 67, 16–30. doi: 10.1016/j. jsp.2017.09.002
Zeigler-Hill, V., and Shackelford, T. K. (2020). Encyclopedia of Personality and Individual Differences. Switzerland: Springer, 3433–3435. doi: 10.1007/978-3- 319-24612-3
Zeigler-Hill, V., and Shackelford, T. K. (2020). Encyclopedia of Personality and Individual Differences. Switzerland: Springer, 3433–3435. doi: 10.1007/978-3-319-24612-3
License
Copyright (c) 2023 yudi ahmad basri, Darmiany, muhammad tahir
This work is licensed under a Creative Commons Attribution 4.0 International License.
- Authors who publish with Journal of Classroom Action Research, agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License (CC-BY License). This license allows authors to use all articles, data sets, graphics, and appendices in data mining applications, search engines, web sites, blogs, and other platforms by providing an appropriate reference. The journal allows the author(s) to hold the copyright without restrictions and will retain publishing rights without restrictions.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in Journal of Classroom Action Research.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
