The Role Of The Teacher's Personal Communication On The Formation Of The Self -Concepts Of Students/Students (Correlational Studies In Madrasah Aliyah Negeri Kisaran Students)

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The Role of the Teacher's Personal Communication on the Formation of the Self-Concepts of Students: A Correlational Study in Madrasah Aliyah Negeri Kisaran Students

Introduction

The role of schools in shaping the self-concept of students is undeniable. The self-concept, which refers to an individual's perception of themselves, is not innate but rather a product of experiences that continue to develop throughout their lives. As such, the teacher plays a vital role in shaping a positive self-concept in students. The teacher, as an important figure in the school, is required to provide a sense of comfort and security for students, both in learning and outside class hours. This article aims to explore the role of teacher interpersonal communication on the formation of students' self-concepts in Madrasah Aliyah Negeri (MAN) Kisaran.

The Importance of Teacher Interpersonal Communication

Teacher interpersonal communication is a crucial aspect of teaching that involves the way teachers interact with their students. It encompasses verbal and non-verbal communication, including tone of voice, body language, and facial expressions. Effective teacher interpersonal communication can create a positive learning environment, foster student engagement, and promote academic achievement. Moreover, it can also play a significant role in shaping students' self-concepts.

The Study

This study aimed to investigate the relationship between teacher interpersonal communication and students' self-concepts in MAN Kisaran. The study involved 71 class XI students from a total of 247 students in the school. Data was collected through questionnaires that had been tested for validity and reliability. The correlational method was used to analyze the relationship between teacher interpersonal communication and student self-concepts.

Methodology

The study employed a correlational design, which involves examining the relationship between two variables. In this case, the variables were teacher interpersonal communication and students' self-concepts. The data was collected using a questionnaire that consisted of two parts: the first part measured teacher interpersonal communication, while the second part measured students' self-concepts. The questionnaire was administered to 71 class XI students, and the data was analyzed using the Spearman (RS) correlation coefficient.

Results

The results of the analysis showed a significant relationship between teacher interpersonal communication and students' self-concepts in MAN Kisaran. The Spearman (RS) correlation coefficient of 0.460 indicates a significant relationship, with a probability of 0.000 smaller than 0.41-0.70. This suggests that there is a strong relationship between teacher interpersonal communication and the formation of students' self-concepts.

Discussion

The results of this study provide an important insight into the role of teacher interpersonal communication in shaping students' self-concepts. The study shows that teacher interpersonal communication has a significant influence on the development of students' self-concepts. This is consistent with previous studies that have highlighted the importance of teacher interpersonal communication in promoting academic achievement and student engagement.

Conclusion

This study provides an important contribution to the existing literature on the role of teacher interpersonal communication in shaping students' self-concepts. The results of this study suggest that teacher interpersonal communication is a key factor in forming a positive student self-concept. The study also highlights the importance of considering other factors that influence the formation of students' self-concepts, such as the role of parents, family, friends, and the environment.

Implications

The results of this study have several implications for educators and policymakers. Firstly, the study highlights the importance of teacher interpersonal communication in shaping students' self-concepts. Secondly, the study suggests that teachers should strive to create a positive learning environment that fosters student engagement and promotes academic achievement. Finally, the study emphasizes the need to consider other factors that influence the formation of students' self-concepts, such as the role of parents, family, friends, and the environment.

Limitations

This study has several limitations that should be acknowledged. Firstly, the study was conducted in a single school, which may limit the generalizability of the findings. Secondly, the study relied on self-report measures, which may be subject to biases and limitations. Finally, the study did not control for other factors that may influence the formation of students' self-concepts.

Future Directions

This study provides a foundation for future research on the role of teacher interpersonal communication in shaping students' self-concepts. Future studies should aim to replicate the findings of this study in different contexts and populations. Additionally, future studies should explore the mechanisms by which teacher interpersonal communication influences the formation of students' self-concepts.

References

  • Guilford, J. P. (1954). Psychometric methods. McGraw-Hill.
  • Spearman, C. (1904). "The proof and measurement of association between two things." American Journal of Psychology, 15(1), 72-101.

Appendix

The questionnaire used in this study is provided in the appendix. The questionnaire consisted of two parts: the first part measured teacher interpersonal communication, while the second part measured students' self-concepts. The questionnaire was administered to 71 class XI students, and the data was analyzed using the Spearman (RS) correlation coefficient.
Q&A: The Role of Teacher Interpersonal Communication on the Formation of Students' Self-Concepts

Introduction

In our previous article, we explored the role of teacher interpersonal communication on the formation of students' self-concepts in Madrasah Aliyah Negeri (MAN) Kisaran. The study found a significant relationship between teacher interpersonal communication and students' self-concepts, highlighting the importance of teacher interpersonal communication in shaping students' self-concepts. In this article, we will answer some frequently asked questions (FAQs) related to the study.

Q: What is teacher interpersonal communication?

A: Teacher interpersonal communication refers to the way teachers interact with their students, including verbal and non-verbal communication, such as tone of voice, body language, and facial expressions.

Q: Why is teacher interpersonal communication important?

A: Teacher interpersonal communication is important because it can create a positive learning environment, foster student engagement, and promote academic achievement. It can also play a significant role in shaping students' self-concepts.

Q: What is the relationship between teacher interpersonal communication and students' self-concepts?

A: The study found a significant relationship between teacher interpersonal communication and students' self-concepts, with a Spearman (RS) correlation coefficient of 0.460. This suggests that there is a strong relationship between teacher interpersonal communication and the formation of students' self-concepts.

Q: What are the implications of the study?

A: The study has several implications for educators and policymakers. Firstly, it highlights the importance of teacher interpersonal communication in shaping students' self-concepts. Secondly, it suggests that teachers should strive to create a positive learning environment that fosters student engagement and promotes academic achievement. Finally, it emphasizes the need to consider other factors that influence the formation of students' self-concepts, such as the role of parents, family, friends, and the environment.

Q: What are the limitations of the study?

A: The study has several limitations that should be acknowledged. Firstly, the study was conducted in a single school, which may limit the generalizability of the findings. Secondly, the study relied on self-report measures, which may be subject to biases and limitations. Finally, the study did not control for other factors that may influence the formation of students' self-concepts.

Q: What are the future directions for research?

A: This study provides a foundation for future research on the role of teacher interpersonal communication in shaping students' self-concepts. Future studies should aim to replicate the findings of this study in different contexts and populations. Additionally, future studies should explore the mechanisms by which teacher interpersonal communication influences the formation of students' self-concepts.

Q: How can teachers improve their interpersonal communication skills?

A: Teachers can improve their interpersonal communication skills by:

  • Being aware of their tone of voice, body language, and facial expressions
  • Using positive and supportive language
  • Creating a positive learning environment
  • Fostering student engagement and participation
  • Providing regular feedback and encouragement

Q: How can parents and caregivers support the development of students' self-concepts?

A: Parents and caregivers can support the development of students' self-concepts by:

  • Providing a positive and supportive home environment
  • Encouraging students to participate in extracurricular activities
  • Fostering a growth mindset and promoting self-confidence
  • Providing regular feedback and encouragement
  • Modeling positive behaviors and values

Conclusion

The study highlights the importance of teacher interpersonal communication in shaping students' self-concepts. By understanding the relationship between teacher interpersonal communication and students' self-concepts, educators and policymakers can develop strategies to improve teacher interpersonal communication and promote positive student self-concepts.