Pengaruh Komunikasi Interpersonal Guru terhadap Perilaku Belajar Siswa Beragama Buddha
The Influence of Teachers' Interpersonal Communication on the Learning Behavior of Buddhist Students
DOI:
https://doi.org/10.47709/educendikia.v6i01.8018Keywords:
Komunikasi Interpersonal Guru, Pendidikan Agama Buddha, Perilaku Belajar, Sekolah Dasar, Siswa Beragama BuddhaAbstract
Teacher interpersonal communication is an important component of learning that shapes teacher-student interactions. The quality of effective communication can influence students' learning behavior in attention, participation, discipline, and academic responsibility. Observations at Pelita Bangsa Elementary School found suboptimal student learning behavior, including low concentration, low participation, and poor discipline. This condition indicates the importance of examining the influence of teacher interpersonal communication on the learning behavior of Buddhist students. This study aims to analyze the levels of teacher interpersonal communication and Buddhist student learning behavior, and the influence of teacher interpersonal communication on student learning behavior at Pelita Bangsa Elementary School. This study used a quantitative, correlational design through field research. The sample consisted of 38 Buddhist students. Data were collected using a Likert-scale questionnaire that had been tested for validity and reliability. The reliability test showed a Cronbach's Alpha of 0.975 for teacher interpersonal communication and 0.981 for learning behavior. Data analysis used simple linear regression and product-moment correlation with SPSS. The results of the study showed t = 7.740 > t table = 1.688 (p < 0.05), a correlation coefficient (R) of 0.790, and a determination coefficient (R²) of 0.625. Teacher interpersonal communication accounted for 62.5% of student learning behavior, while other factors influenced 37.5%. In conclusion, teacher interpersonal communication has a positive and significant influence on the learning behavior of Buddhist students at Pelita Bangsa Elementary School. It is an important factor in optimizing learning.
References
Ansari, A., Hofkens, T. L., & Pianta, R. C. (2020). Teacher-student relationships across the first seven years of education and adolescent outcomes. Journal of Applied Developmental Psychology, 71, 101200. https://doi.org/10.1016/j.appdev.2020.101200
Budhi Santosa, E., Sukmawati, F., Ridhani, J., Trisnaningsih, S., & Prihatin, R. (2025). Teachers’ Readiness to Implement the Deep Learning Approach in Merdeka Curriculum: An Analysis Based on Psychopedagogical Characteristics. JTP - Jurnal Teknologi Pendidikan, 27(3), 765–773. https://doi.org/10.21009/jtp.v27i3.58841
Emslander, V., Holzberger, D., Ofstad, S. B., Fischbach, A., & Scherer, R. (2025). Teacher-Student Relationships and Student Outcomes: A Systematic Second-Order Meta-Analytic Review. Psychological Bulletin, 151(3), 365–397. https://doi.org/10.1037/bul0000461
Frühauf, M., Koeppen, K., Kreutzmann, M., & Hannover, B. (2025). A Circumplex Approach to Identify Complementarity in Dyadic Teacher Behaviors Depending on Student Communion and Competence. Psychology in the Schools, 62(5), 1550–1566. https://doi.org/10.1002/pits.23416
Ilham, M., Hardiyanti, W. E., Raehang, & Titania, S. (2021). Studi Eksploratif Perilaku Belajar Siswa Di Kelas V Sekolah Dasar. AULADUNA: Jurnal Pendidikan Dasar Islam, 8(2), 202. https://doi.org/10.24252/auladuna.v8i2a7.2021
Kasrah, R., Sidartha Adi Gautama, Resdhi Wibawa, Rina Manggalani, & Widiyanto. (2023). Communication Competency: The Impact of Interpersonal Communication on Students’ Learning Activities. Journal of Communication, Religious, and Social Sciences (JoCRSS), 1(1), 24–34. https://doi.org/10.60046/jocrss.v1i1.9
Konishi, L. F. V.-M. C., & K.Wong, T. (2024). Social Development - 2024 - Vargas?Madriz - A meta-analysis of the association between teacher support and school.pdf. Wiley. https://doi.org/https://doi.org/10.1111/sode.12745
Kusuma, C. (2023). The Practice of Mindful Communication Brings the Strong Effect on Spiritual Intelligence of School Students. In Journal of Communication, Religious, and Social Sciences (Vol. 1, Issue 1). https://ejournal.stiab-jinarakkhita.ac.id/index.php/jocrss
Li, J., & Xue, E. (2023). Dynamic Interaction between Student Learning Behavior and Learning Environment: Meta-Analysis of Student Engagement and Its Influencing Factors. Behavioral Sciences, 13(1). https://doi.org/10.3390/bs13010059
Longobardi, C., Settanni, M., Lin, S., & Fabris, M. A. (2021). Student–teacher relationship quality and prosocial behavior: The mediating role of academic achievement and a positive attitude towards school. British Journal of Educational Psychology, 91(2), 547–562. https://doi.org/10.1111/bjep.12378
Marar, S., Hamza, M. A., Ayyash, M., & Abu-Shaheen, A. (2023). Development and validation of an instrument to assess the knowledge and perceptions of predatory journals. Heliyon, 9(11). https://doi.org/10.1016/j.heliyon.2023.e22270
Maulidayani, Audia Amanda Br Tarigan, Futhri Raudhatul Kabry, Mawaddah Tun’nisa, Nur Aini, & Zaidan Kholis. (2025). Komunikasi Interpersonal Guru Dan Siswa Dalam Proses Pembelajaran Di Min 1 Medan. Widya Balina, 10(2), 24–33. https://doi.org/10.53958/wb.v10i2.851
Muhammad Zulian Dermawan, Bonardo Marulitua Aritonang, & Muhammad Ismail Alif. (2025). Pola Komunikasi Interpersonal Guru dan Murid dalam Memotivasi Belajar MAN 1 Bogor. Harmoni: Jurnal Ilmu Komunikasi Dan Sosial, 3(3), 94–103. https://doi.org/10.59581/harmoni-widyakarya.v3i3.5587
Naiyanan Chumbuacha. (2025). Active Learning Management Based on the Sangahavatthu 4 Principles for 21st Century Learners. Journal of Buddhistic Sociology, 10(3).
OECD. (2022). Education at a Glance 2022: OECD Indicators, OECD. OECD Publishing. https://doi.org/https://doi.org/10.1787/3197152b-en
Paramita, S., & Sapphine, R. V. (2024). Effectiveness of Interpersonal Communication between Teachers and Students in the Learning System. Journal of Social Science, 5(4), 1099–1108. https://doi.org/10.46799/jss.v5i4.876
Pramita, I., Saputri, V. A. M., Dharmatanna, S., Seneru, W., Gautama, S. A., Burmansah, B., & Julianti, M. (2024). Mindfulness in Communication, Tolerance, and Harmony in Buddhist Community Living: A Study of Religious Moderation on Education and Communication. International Journal of Science and Applied Science: Conference Series, 8(2), 173. https://doi.org/10.20961/ijsascs.v8i2.95133
Pratiwi, E. Y. R., Nursalim, M., & Sujarwanto. (2021). Penerapan Neuropsikologi Terhadap Pemecahan Masalah Perilaku Belajar Siswa Sekolah Dasar. Jurnal Basicedu, 5(5), 3(2), 524–532. https://doi.org/https://doi.org/10.31004/basicedu.v6i4.3165 ISSN
Prigantini, R. D., & Abdullah, K. (2022). Perubahan Perilaku Belajar Dan Psikologis Siswa Saat Pembelajaran Daring Selama Masa Pandemi Covid-19. Jurnal Cakrawala Pendas, 8(4), 986–1001. https://doi.org/http://dx.doi.org/10.31949/jcp.v8i2.2755 p-ISSN:
Putra, P., Gautama, S. A., Sap, V. A. M., Avitasari, I., Seneru, W., Karsinah, K., Widiyanto, W., & Pramono, E. (2024). The Relationship Between Linguistic Intelligence and Social Interaction of Buddhist Young People: A Perspective on Buddhist Education. International Journal of Science and Applied Science: Conference Series, 8(2), 220. https://doi.org/10.20961/ijsascs.v7i1.95178
Rahayu, G. R., Utomo, P. S., Riskiyana, R., & Hidayah, R. N. (2022). Opportunity Amid Crisis in Medical Education: Teaching During the Pandemic of COVID-19. Journal of Multidisciplinary Healthcare, 15, 2493–2502. https://doi.org/10.2147/JMDH.S379140
Riyandani, N., Mufidah, A. A., Kurniawan, D., Fatimah, D. K., & Prasetyo, A. (2021). Analisis Dampak Penggunaan Screen Time terhadap Perilaku Sosial dan Hasil Belajar Siswa Sekolah Dasar. Jurnal Basicedu, 5(5), 3(2), 524–532. https://doi.org/https://doi.org/10.31004/basicedu.v9i6.10837 ISSN
Roorda, D. L., Zee, M., Bosman, R. J., & Koomen, H. M. Y. (2021). Student–teacher relationships and school engagement: Comparing boys from special education for autism spectrum disorders and regular education. Journal of Applied Developmental Psychology, 74(February 2020), 101277. https://doi.org/10.1016/j.appdev.2021.101277
Ryan, R. M., & Deci, E. L. (2017). Self-Determination Theory: Basic Psychological Needs in Motivation, Development, and Wellness. In Self-determination theory: Basic psychological needs in motivation, development, and wellness. The Guilford Press.
Sabornie, E. J., & Espelage, D. L. (2022). Handbook of Classroom Management. In Handbook of Classroom Management. Routledge. https://doi.org/10.4324/9781003275312
Schunk, D. H., & DiBenedetto, M. K. (2020). Motivation and social cognitive theory. Contemporary Educational Psychology, 60, 101832. https://doi.org/10.1016/j.cedpsych.2019.101832
Tian, L., & Shen, J. (2023). The effect of perceived teachers’ interpersonal behavior on students’ learning in physical education: a systematic review. In Frontiers in Psychology (Vol. 14). Frontiers Media SA. https://doi.org/10.3389/fpsyg.2023.1233556
UNESCO. (2023). Global Education Monitoring Report 2023. In Global education monitoring report summary, 2023: technology in education: a tool on whose terms? [Hindi]. United Nations Educational. https://doi.org/10.54676/qlsh1981
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Tejo Ismoyo, Uswatun Khasanah, Taridi Taridi
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
