MEMBINA HUBUNGAN YANG POSITIF ANTARA GURU DAN SISWA DI MASA PANDEMI DI PKBM X, BOGOR

Teacher Student ◽

Teachers And Students ◽

Student Relationship ◽

Teacher's Knowledge ◽

The COVID-19 pandemic dramatically reduced direct interactions between teachers and students during learning hours. As a consequence, teachers struggle to gauge the student’s ability and cannot fully understand the learning situation at home for each student, especially adolescents. This was experienced by PKBM X who since the pandemic has had profound trouble to reach out to their students. PKBM X is a non-formal high school that upholds the values of equality and democracy, and teachers bear a role to understand the condition of each student and try to help whenever necessary. However, according to interviews, some teachers are unsure about how to establish a relationship with students, especially in this time of pandemic. There are also teachers who are too involved emotionally with the student’s problems, to a point where they feel emotionally burdened. Utilizing the problem tree analysis, it is concluded that the relationship between teachers and students isn’t optimal. To that end, a training was designed to inform participants about positive teacher -student relationship, especially during pandemic. With this knowledge, teachers realized the importance of positive teacher -student relationships and how to initiate positive interactions in times of pandemic. Not only that, teachers are also taught to manage their expectations about the teacher -student relationship, so that teachers continue to provide support without being personally affected if the student is not easily approached. After the training, teacher’s knowledge about the positive teacher-student increased, and teachers were able to develop action plans for their students.Pandemi COVID-19 membuat interaksi langsung di jam belajar mengajar antara guru dan siswa berkurang. Guru menjadi sulit mengetahui pemahaman dan keadaan siswa.. Hal ini dialami oleh PKBM X yang sejak masa pandemi merasa sulit untuk menjangkau siswa. Padahal, PKBM X adalah sekolah yang menjungjung tinggi nilai kesetaraan dan kekeluargaan, dan guru memiliki peran untuk mengetahui kondisi siswa dan berusaha membantu. Hanya saja, berdasarkan wawancara, sejumlah guru ragu bagaimana menjalin interaksi dengan siswa, terutama di masa pandemi ini. Ada juga guru yang malah terlalu terlarut dengan masalah siswa, sehingga merasa terbeban secara emosional. Dengan metode analisis pohon masalah, ditemukan bahwa hubungan guru dan siswa di PKBM X pada saat ini kurang optimal. Untuk itu, dirancanglah sebuah pelatihan seputar pengetahuan membina hubungan guru dan siswa yang positif, terutama di masa pandemi ini. Dengan pengetahuan ini, guru diharapkan dapat menyadari pentingnya hubungan guru dan siswa yang positif serta bagaimana memulai interaksi positif di masa pandemi. Tak hanya itu, guru juga diajak untuk mengelola ekspektasi tentang hubungan guru dan siswa yang positif, sehingga guru tetap memberikan bantuan terbaiknya tanpa terdampak secara personal jika kondisi siswa tidak mudah dijangkau atau didekati. Melalui pelatihan ini, pengetahuan guru tentang hubungan guru dan siswa meningkat, dan guru dapat menentukan rencana aksi yang dapat mereka lakukan untuk siswa di PKBM X.

The Relationship Between Student Teacher's Relationship To The V Grade V's Student's Achievement Motivation Ibtidaiyah Madrasah Darussalam Jogosatru Sukodono

Academia Open ◽

10.21070/acopen.4.2021.2141 ◽

2021 ◽

Vol 4 ◽

Author(s):

Dhany Aprilluto Eka Putra Dhany ◽

Eko Hardi Ansyah

Keyword(s):

Achievement Motivation ◽

Sampling Technique ◽

Statistical Technique ◽

Fifth Grade Students ◽

Teacher Student ◽

Teachers And Students ◽

Student Relationship ◽

This research is motivated by the low achievement motivation of students such as not doing homework on time, not doing assignments in class on time. This study uses a quantitative approach. The type of research used is correlational which aims to determine the relationship between variables, namely the relationship between teachers and students with achievement motivation. The sampling technique in this study used a saturated sampling technique, namely 30 students of class V Madrasah Ibtidaiyah Darussalam Jogosatru Sukodono. The instrument used in this study was a questionnaire. The technique used in this research data analysis is statistical technique using Pearson Product Moment correlation calculation. with the help of SPSS 17.0 software for windows. Based on the test results obtained a correlation coefficient of 0.639 with a significance of 0.001 (<0.05). In conclusion, the hypothesis is accepted, that there is a positive relationship between teacher-student relationships and achievement motivation in fifth grade students of Madrasah Ibtidaiyah Darussalam Jogosatru Sukodono. This means that the higher the teacher-student relationship, the higher the student's achievement motivation, and vice versa

Positive And Supportive Teacher Student Relationship

Think India ◽

10.26643/think-india.v22i2.9391 ◽

2019 ◽

Vol 22 (2) ◽

pp. 2665-2673

Author(s):

Parmanand Tripathi

Keyword(s):

Learning Outcomes ◽

Quantitative Research ◽

Primary Objective ◽

Learning Space ◽

Student Relationships ◽

Teacher Student ◽

Student Relationship ◽

The University

Every teacher must realize that he/she needs to be highly motivated, committed, passionate, and optimistic towards his/her students as well as his/her teaching in order to create a positive and productive impact on the students and their learning outcomes. It is a proven fact that teachers who are sincere, caring, approachable, supportive and inspiring can easily enable their students to become enthusiastic, successful and creative learners. John Hattie, a proponent of Evidence Based Quantitative Research Methodologies on the Influences on Student achievement, who is also a Professor of Education and Director of the Melbourne Education Research Institute at the University of Melbourne, Australia, has noted in his study that a harmonious classroom can assist with the development of creativity as well as reduce anxiety levels amongst students. In my opinion, the primary objective of all effective and conscious teachers should be to promote a safe and healthy learning environment wherein students will feel confident, comfortable, happy and accepted. Time and again, I am convinced of the fact that only effective and conscious teachers understand, acknowledge and therefore, appreciate the significance of creating a rapport and bonding with their students for providing an education that is positive, productive and progressive. When teachers display a positive and congenial attitude towards their students, they not only make them ‘learn better, faster and deeper’ but make them self-confident and self-reliant too. Building positive, supportive, cooperative and mutually strong teacher-student relationships is the key to create a welcoming, healthy and conducive learning space in which students are enabled to thrive, prosper and go on to become what they are meant to be in life. And it is only by forging and nurturing a strong and positive relationship with their students, can teachers create a healthy and conducive learning atmosphere wherein students feel welcome, accepted, respected, loved and cared for, wherein learning becomes fun and joy. Conscious and committed teachers promote the art of positive parenting in every classroom and in every school to enable the students to become confident learners by willingly and happily shouldering the responsibility of being their ‘second parents’.When teachers teach with passion, display positive attitude towards their students and their success, and show genuine care for them, the students reciprocate with respect for their teachers, interest and love for their learning.

Modeling and Analysis on Teacher-Student Relationship

Discrete Dynamics in Nature and Society ◽

10.1155/2019/5481926 ◽

2019 ◽

Vol 2019 ◽

pp. 1-7

Author(s):

Li Xu ◽

Qi Yang

Keyword(s):

Discrete Model ◽

Equation Model ◽

Reciprocal Relations ◽

Modeling And Analysis ◽

Teacher Student ◽

Sample Data ◽

Teachers And Students ◽

Student Relationship ◽

Although the teacher-student relationship has been addressed in some studies, the cooperation or reciprocal relations between teachers and students have not been explored sufficiently. In this paper, a difference equation model is applied to express the relationship, stability analysis at the positive steady state of the discrete model is done to verify that the performance output is not empty, and hypothesis testing is conducted to show the validity of the model by means of sample data from a college. Then some reasonable suggestions are proposed to improve the performance output of teachers and students.

How Children Feel Matters: Teacher–Student Relationship as an Indirect Role Between Interpersonal Trust and Social Adjustment

Frontiers in Psychology ◽

10.3389/fpsyg.2020.581235 ◽

2021 ◽

Vol 11 ◽

Author(s):

Yan Dong ◽

Hongfei Wang ◽

Fang Luan ◽

Zheneng Li ◽

Li Cheng

Keyword(s):

Social Adjustment ◽

Structural Equation ◽

Structural Equation Models ◽

Interpersonal Trust ◽

Student Relationships ◽

Teacher Student ◽

Student Relationship ◽

Teachers Perspectives

Previous studies have demonstrated positive correlations between children’s interpersonal trust and social adjustment. However, the psychological mechanism underlying this effect is still unclear. The current study tested the indirect roles of teacher–student relationships from both students’ and teachers’ perspectives in a Chinese context. In total, 709 pupils from grade three to grade five, and their 17 head teachers from a Chinese public primary school participated in this study. The Children’s Generalized Trust Beliefs Scale, Social Adjustment Scale for Children and Adolescents, and Teacher–Student Relationship Questionnaire were used in this study. All these variables were correlated with each other. Structural equation models showed that the interpersonal trust indirectly influenced social adjustment through the teacher–student relationship from students’ perspectives, while the teacher–student relationship from teachers’ perspectives did not play an indirect role. These findings suggest that the teacher–student relationship perceived by students is more important for children’s social adjustment than that perceived by teachers. Both parents and teachers should pay more attention to developing children’s interpersonal trust, build better teacher–student relationships, and focus more on how children feel about the relationship.

Pola Interaksi Edukasi dalam Genelogy Tradisi Keilmuan Jami'al-Azhar

At-Tafkir ◽

10.32505/at.v14i1.2802 ◽

2021 ◽

Vol 14 (1) ◽

pp. 71-86

Author(s):

Zulfahmi Syamsuddin ◽

Asyraf Isyraqi Jamil ◽

Fakhrul Adabi Abdul Kadir

Keyword(s):

Source Analysis ◽

Secondary Source ◽

Student Relationships ◽

Islamic Studies ◽

Teacher Student ◽

Digital Era ◽

History Of ◽

Student Relationship

This article discusses Jami 'al-Azhar as a center for the knowledge study and the holistic interaction of teacher-student relationships. On the other hand, the position of teachers continues to be marginalized in the digital era. Hence, it is pivotal to look back at the teacher-student relationship that has prevailed in the history of Islamic education, especially in Jami 'al-Azhar. The research methodology employed literature review with a historical approach through primary and secondary source analysis. This study found that Jami 'al-Azhar was a center for the Islamic studies and study of science, initially aimed as propaganda for the Kingdom of Fathimiyah to perpetuate Shi'i understanding. However, the rank continued to develop to give a role as a center of thought and knowledge that gave birth to scholars from various schools of thought. One of its uniqueness as a center for the study of science is to perpetuate the interaction of teacher-student relationships in various traditions. Among the most prominent traditions are sanad, ijazah, suhbah, and talaqqi. Therefore, it can be concluded that the practice of teaching at Jami 'al-Azhar is manifested through the knowledge geneology and mentor system

Teacher-Student Relationships at a Kindergarten School as Viewed from Classroom Management Principles

Jurnal Obsesi Jurnal Pendidikan Anak Usia Dini ◽

10.31004/obsesi.v6i2.1366 ◽

2021 ◽

Vol 6 (2) ◽

pp. 611-621

Author(s):

Lucia Geneviave Bella Shinta ◽

Adelia Febriani ◽

Utami Widiati

Keyword(s):

Classroom Management ◽

Literature Study ◽

Positive Interaction ◽

Teacher Student ◽

Teachers And Students ◽

Physical Gestures ◽

Student Relationship ◽

Attention To Students

Quality classroom management contributes to creating learning environment that allows the realization of various teacher roles. One way to support this is by building good teacher-student relationship. This study aims at describing the relationship between teachers and students at a kindergarten school in Malang and discusses its aspects in relation to classroom management principles. After conducting qualitative research using one-week classroom observation and literature study, this study found that almost all aspects of teacher-student relationship were identified, namely conducting informal conversations with students, paying attention to students’ activities, using physical gestures and movements, implementing positive interaction strategies, providing affirmative reactions to incorrect responses, and exhibiting an assertive connection. The other aspect that was missed was acknowledging students’ different characteristics

Hubungan Guru dan Murid dalam Pendidikan Agama Islam Menurut Kajian Q.S. Al-Kahfi Ayat 65-70

Tadabbur: Jurnal Peradaban Islam ◽

10.22373/tadabbur.v2i2.27 ◽

2020 ◽

Vol 2 (2) ◽

pp. 333-348

Author(s):

Ervan Saleh Pratama

Keyword(s):

Secondary Data ◽

Primary Data ◽

Teacher Student ◽

Library Research ◽

Friendship Relations ◽

Relationship Model ◽

Student Relationship ◽

The research is based on the writer's interest in knowing how exactly the relationship between a teacher and student in the Quran perspective. The author uses Q.S. Al-Kahf verses 65 to 70 as a material to explore and extract due to its excellent educational encounter value in it. This thesis aims to find; Teachers' rights and obligations, pupil’s rights and obligations, both characters and their relationship behavior in the verses of Moses and Khidir action as mentioned in verses 65-70. This research is based on library research (Library Research) with primary data sources contains books of classical commentary and contemporary interpretation, while secondary data consists of educational books that discuss teacher-student relationships. Furthermore collected data is analyzed by using tahlili commentary method. The author finds that: the teacher-student relationship in the verses is a relationship based on close friendship relations with maintained ethical values and mutual understanding. Similarly, students are expected to understand the rights of teachers and should uphold the rights of teachers. The relationship model is essential to be well implemented in today's education system. Given the decline of student's ethics and also the presence of teachers who are less aware of their responsibilities. It is clear it is time to apply the concept of teacher-student relationship as in al-kahf verses 65 to 70.

Anxiety in the Teacher-Student Relationship as Applicable to Orientation and Mobility Instruction

Journal of Visual Impairment & Blindness ◽

10.1177/0145482x7607000405 ◽

1976 ◽

Vol 70 (4) ◽

pp. 153-156 ◽

Cited By ~ 1

Author(s):

William Fluharty ◽

John Mchugh ◽

Marian Mchugh ◽

Patty Willits ◽

James Wood

Keyword(s):

Student Relationships ◽

Teacher Student ◽

Instructional Situation ◽

Orientation And Mobility ◽

Student Relationship ◽

Definition Of

Anxiety is defined, along with a contrasting definition of fear, and is discussed as a frequent concomitant of an instructional situation. Symptoms and possible causes of anxiety are described, specifically in regard to a teacher-student relationship in orientation and mobility instruction. A number of possible approaches are suggested by which the instructor may reduce or eliminate anxiety in the student, although it is understood that certain teacher-student relationships cause too much anxiety to be tenable.

Teacher-student Relationships: The Meaning of Teachers' Experience Working with Underachieving Students

Journal of Pedagogy / Pedagogický casopis ◽

10.2478/v10159-010-0009-2 ◽

2010 ◽

Vol 1 (2) ◽

pp. 52-66 ◽

Cited By ~ 2

Author(s):

Maria Oreshkina ◽

Katherine Greenberg

Keyword(s):

United States ◽

South Africa ◽

Teaching Experience ◽

The United States ◽

Student Relationships ◽

Teacher Student ◽

Student Relationship ◽

Underachieving Students

Teacher-student Relationships: The Meaning of Teachers' Experience Working with Underachieving Students This paper is based on phenomenological interviews with teachers who worked with underachieving students in South Africa, Russia, and the United States. It focuses on the analysis of meanings that teachers constructed while describing their relationship with underachieving students and how metaphors worked to construct such meanings. The researchers also used Buber's "I-Thou" concept as an interpretive lens to further understand the meanings of teacher-student relationships. The study concludes that the teacher-student relationship is one of the fundamental themes of the teaching experience and is common for teachers from different countries.

Class- and subject teachers’ self-efficacy and emotional stability and students’ perceptions of the teacher–student relationship, classroom management, and classroom disruptions

BMC Psychology ◽

10.1186/s40359-021-00606-6 ◽

2021 ◽

Vol 9 (1) ◽

Author(s):

Alexander Wettstein ◽

Erich Ramseier ◽

Marion Scherzinger

Keyword(s):

Classroom Management ◽

Self Efficacy ◽

Efficacy Beliefs ◽

Emotional Stability ◽

Student Relationships ◽

Teacher Student ◽

Teachers And Students ◽

Classroom Disruptions ◽

Student Relationship

Abstract Background Teacher self-efficacy and emotional stability are considered crucial resources for coping with classroom demands. We examined how class and subject teachers’ self-efficacy beliefs and emotional stability are related to teachers' and students' perceptions of the teacher–student relationship, classroom management, and classroom disruptions. Methods In a sample of eighty-two swiss german 5th and 6th grade classes, 1290 students, their class teacher (N = 82), and a selected subject teacher (N = 82) filled out a questionnaire assessing classroom disruptions, teacher–student relationships, and classroom management. In a first step, we conducted t-tests on whether class teachers and subject teachers differ in their self-efficacy beliefs and emotional stability. In a second step, we explored by correlation analyses the relations between teacher self-efficacy in classroom management and emotional stability and the teachers’ and students’ perceptions of classroom disruptions, teacher–student relationships, and classroom management. In a third step, we examined by stepwise multiple regression analyses to what extent psychological variables predict teacher perceptions after controlling for students’ ratings, representing rather “objective” classroom features. Results In class teachers, high self-rated emotional stability and self-efficacy are associated with a more positive appraisal of teacher–student relationships and classroom management skills (compared with student ratings). By contrast, in subject teachers, high self-efficacy beliefs are associated with a more favorable perception of classroom disruptions, teacher–student relationships, and classroom management, from both the teachers' and students' perspectives. Conclusions The results of the present study show a distinctive pattern for class teachers and subject teachers. In class teachers, high self-rated emotional stability and self-efficacy are associated with a more positive evaluation (compared to student ratings) of the teacher–student relationship and classroom management skills but not teacher perceptions of student misbehavior. On the contrary, subject teachers' firm self-efficacy beliefs are associated with more favorable perceptions of classroom characteristics, both from the teachers' and students' perspectives.