| NIM | J1E022066 |
|---|
| Namamhs | RADHINY MELICHA NURHALIZA |
|---|
| Judul Artikel | Teacher-Student Relationship (TSR) and School Facilities as the Contributing Factors on Students’ Engagement in the Teaching-Learning Process at Rural Area (A Case Study at Grade Eighth of SMP PGRI Kebasen in Academic Year 2025/2026) |
|---|
| Abstrak (Bhs. Indonesia) | Penelitian ini mengeksplorasi bagaimana Hubungan Guru-Siswa (TSR) dan fasilitas sekolah berkontribusi terhadap keterlibatan siswa dalam proses pembelajaran Bahasa Inggris. Studi ini bertujuan untuk menjelaskan kondisi dan kontribusi TSR serta fasilitas sekolah terhadap keterlibatan siswa di kelas delapan SMP PGRI Kebasen. Studi kasus diterapkan sebagai pendekatan penelitian. Data dikumpulkan melalui observasi kelas non-partisipan dan wawancara semi-terstruktur. Peserta wawancara dipilih berdasarkan pengambilan sampel berdasarkan tujuan yaitu empat siswa kelas delapan dan seorang guru bahasa Inggris di SMP PGRI Kebasen. Data dianalisis menggunakan analisis tematik oleh Braun et al. (2018). Hasil observasi dan wawancara secara konsisten menunjukkan bahwa dimensi kekuasaan dalam TSR adalah interaksi yang paling sering terjadi, melibatkan ketegasan guru dan sikap siswa selama proses belajar mengajar. Dimensi afektif, temuan kedua yang paling umum, membantu guru dan siswa mengembangkan rasa memiliki dan menunjukkan bagaimana guru merespons ekspresi siswa. Dimensi timbal balik, sebagai interaksi yang paling jarang diamati, menunjukkan bahwa masih ada timbal balik di kelas ini yang memfasilitasi keterlibatan baik guru maupun siswa. Mengenai fasilitas sekolah, Kualitas Lingkungan Dalam Ruangan dan lingkungan spasial di kelas ini memerlukan tingkat pemeliharaan yang tinggi untuk memastikan bahwa guru dan siswa tetap fokus, termotivasi, dan nyaman selama pembelajaran. Di sisi lain, peneliti mengidentifikasi faktor-faktor lain dalam tanggapan para responden; faktor-faktor ini berasal dari dalam diri siswa itu sendiri (faktor internal) serta dari faktor eksternal. Disarankan agar sekolah secara teratur mengevaluasi kondisi ruang kelas dan fasilitas untuk memastikan kenyamanan guru dan siswa. Guru didorong untuk memperhatikan semua siswa, mendorong kerja sama, dan menciptakan lingkungan belajar yang inklusif. Peneliti di masa depan sebaiknya menguji faktor-faktor lain yang mempengaruhi keterlibatan siswa, seperti keberagaman dalam partisipasi siswa, dan menggunakan pendekatan metode campuran untuk memperoleh temuan yang komprehensif dan valid secara statistik. |
|---|
| Abtrak (Bhs. Inggris) | This research explores how Teacher-Student Relationship (TSR) and school facilities contribute to the students’ engagement in the English teaching-learning process. It aims to elaborate on the condition and the contribution of TSR and school facilities to the students’ engagement in the eighth grade of SMP PGRI Kebasen. A case study was applied as the research approach. The data were collected through non-participant classroom observation and semi-structured interview. The participants of the interview are chosen based on purposive sampling, in which they are four eighth-grade students and an English teacher at SMP PGRI Kebasen. The data were analyzed using thematic analysis by Braun et al. (2018). The results of observations and interviews consistently show that the power dimension in Teacher-Student Relationship (TSR) is the most frequently occurring interaction, involving both teacher firmness and student attitudes during the teaching-learning process. The affect dimension, the second most common finding, helps teacher and students develop a sense of belonging and demonstrates how teachers respond to student expressions. The reciprocity dimension, as the least frequently observed interaction, indicates that there is still reciprocity in this classroom that facilitates both teacher and student engagement. Regarding school facilities, this classroom’s Indoor Environmental Quality (IEQ) and spatial environment require high levels of maintenance to ensure that teacher and students remain focused, motivated, and comfortable during learning. On the other hand, the researcher identified other factors in the interviewees’ responses; these factors stemmed from within the students themselves (internal factors) as well as from external factors. It is advised that schools should regularly evaluate the condition of classrooms and facilities to ensure the comfort of teachers and students. Teachers are encouraged to pay attention to all students, foster cooperation, and create an inclusive learning environment. Future researchers should examine other factors that influence students’ engagement, such as diversity in student participation, and use mixed-methods approaches to obtain comprehensive and statistically valid findings. |
|---|
| Kata kunci | case study, school facilities, students’ engagement, teacher-student relationship, teaching-learning process |
|---|
| Pembimbing 1 | Laxmi Mustika Cakrawati, S.Pd., M.Pd. |
|---|
| Pembimbing 2 | Nisa Roiyasa, S.Pd., M.TESOL |
|---|
| Pembimbing 3 | Novita Pri Andini, S.Pd., M.Pd. |
|---|
| Tahun | 2026 |
|---|
| Jumlah Halaman | 186 |
|---|
| Tgl. Entri | 2026-08-10 08:04:45.757833 |
|---|