PERUBAHAN TINGKAH LAKU SISWA MELALUI KOMUNIKASI ANTAR PRIBADI GURU PENDIDIKAN AGAMA ISLAM

This study describes systematically changes in student behavior through interpersonal communication of Islamic Education teachers at Madrasah Ibtidaiyah Assalam Martapura. Focusing on changing behavior and helping teachers to implement good behavior to their students. This behavior change includes: a) Interactive involvement, this behavior change determines the level of one's participation and participation in communication with other people, including: responsiveness, perceptive attitude and attentiveness. b). Interaction management, this change in behavior helps a person be able to take useful actions for someone to achieve communication goals. c) Behavioral flexibility, this change in behavior helps a person to carry out various possible behaviors that can be taken to achieve communication goals. d) Listening, this behavior change helps someone to be able to listen to people who communicate with someone not only content, but also the feelings, concerns, and worries that accompany it. e) Social style, this behavior change helps someone to behave attractively, distinctively, and can be accepted by those who communicate with that person. f) Communication anxiety, this behavior change can overcome fear, confusion, and confusion of thought, body shaking, and stage fright that appears in communicating.

KECEMASAN KOMUNIKASI DALAM PEMBELAJARAN PENDIDIKAN AGAMA ISLAM

This study systematically changes student behavior in the communication anxiety of Islamic Religious Education teachers at Madrasah Ibtidaiyah Assalam Martapura. Focusing on changing behavior and helping teachers to implement good behavior for their students. This behavior change is communication anxiety in students in the learning process which can overcome fear, confusion, and confusion of thought, body shaking, and stage fright that arises in communicating.Keywords: communication anxiety, Islamic Religious Education learning

Investigation of The Moderator Effect Of The Fear Of Covid-19 In The Relation Between Communication Anxiety And Self-Efficacy

Background/purpose - The Covid-19 process has forced many people to face psychological problems. Already difficult living conditions are progressing towards worsening. Individuals with lower pre-pandemic communication anxieties increase more and this situation negatively affects their self-efficacy. Therefore, the main purpose of this study is to examine the moderator effect of fear of covid-19 in the relationship between communication anxiety and self-efficacy.Materials/methods - Three measurement tools were used to make analyzes regarding the purpose of the research. These measuring tools; communication anxiety scale, self-efficacy scale, and fear of covid-19 scale. Along with these variables, the moderator effect of covid-19 fear was examined. SPSS 25. The package program and Hayes's process were used to make the analysis. Data of 393 participants were included in the analysis within the scope of the research.Results - In the model where the moderator effect of Covid-19 fear is examined; It is concluded that fear of covid-19 worsens the relationship between communication anxiety and self-efficacy. In addition, a negative and significant result was obtained between communication anxiety and self-efficacy.Conclusion - According to the results obtained from this research; Fear of Covid-19 increases communication anxiety and decreases self-efficacy. At the same time, Covid-19 fear has a negative moderator effect on the relationship between communication anxiety and self-efficacy. This research has been completed by analysis of variables, results, discussion, and various suggestions.

The idiodynamic method: willingness to communicate and anxiety processes interacting in real time

The idiodynamic method is a relatively new mixed-method approach to studying in real time the complex dynamics of integrated affective and cognitive states that interact continuously with human communication. The method requires video recording a sample of communication from a research participant and then using specialized software to play the video back while collecting contemporaneous self-reported ratings (approximately one per second) on one or more focal variables of interest to the researcher, such as willingness to communicate (WTC) or communication anxiety (CA). After the participant rates the communication sample, a continuous graph of changes in the focal variable is printed. The final step is to interview the speaker to gather an explanation for changes in the ratings, for example at peaks or valleys in the graph. The method can also collect observer ratings that can then be compared with the speaker’s self-ratings. To date, studies have been conducted examining WTC, CA, motivation, perceived competence, teacher self-efficacy, teacher empathy, and strategy use, among other topics. The strengths and limitations of the method will be discussed and a specific example of its use in measuring WTC and CA will be provided.

The Contribution of Self-Confidence and Emotional Intelligence Toward Students' Interpersonal Communication Anxiety and their Implications In Counseling and Counseling Services

This research aims to describe the contribution of self-confidence and emotional intelligence Toward Students' Interpersonal Communication Anxiety. This research uses a descriptive correlational quantitative method. The study sample was 100 students of the Senior High School Mahdaliyah Jambi City. This research uses a quantitative approach with descriptive methods. This study also uses a correlational method, with the analysis technique using simple regression and multiple regression which aims to test the contribution of two independent variables to one dependent variable. The variables in this study consisted of three, namely: self-confidence (X1) and emotional intelligence (X2) which were independent variables, and student interpersonal communication anxiety (Y) was the dependent variable. The results of this study indicate that self-confidence and emotional intelligence together have an effect on students' interpersonal communication anxiety by 164.5%. The implication of the results of this study can be used as a needs analysis in making the Guidance and Counseling service program at Senior High School Mahdaliyah Jambi City.