Reinforcement Level: An Analysis Teacher in Junior High School Teacher
(1) Universitas Negeri Padang
(2) Universitas Negeri Padang
(3) Universitas Negeri Padang
(*) Corresponding Author
Abstract
The implementation of the learning process cannot be separated from the existence of the teacher. The creation of an effective learning atmosphere requires a close relationship between teachers and students. The reinforcement given by the teacher affects the level of student activity and participation in the learning process. In schools, there are still teachers who are not appropriate to implement reinforcement. This can be seen in the poorly educated treatment of teachers towards students, such as yelling at students in public, and negative labeling of students.The purpose of this study was to describe the level of reinforcement of subject teachers in Padang City Junior High School. This research uses a quantitative descriptive approach. The research sample consisted of 149 students who were taken using the purposive random sampling technique. The instrument used was the "Teacher Reinforcement Scale" with a reliability value of 0.714. The results of this study reveal that the reinforcement of subject teachers in schools is in a low category. The results of the study generally show that the reinforcement of subject teachers is in a low category and needs to be improved in order to encourage students to be more active in participating in the learning process. The results of this research can be used as a basis for school counselors or Guidance and Counseling teachers in providing guidance and counseling services in schools by involving subject teachers.
References
Abdillah. (2009). Kondisi kewibawaan, kewiyataan dan mutu kegiatan belajar siswa serta kaitannya dengan hasil belajar siswa. Program Pasca sarjana UNP.
Adibsereshki, N., Abkenar, S. J., Ashoori, M., & Mirzamani, M. (2015). The effectiveness of using reinforcements in the classroom on the academic achievement of students with intellectual disabilities. Journal of Intellectual Disabilities, 19(1), 83–93. https://doi.org/10.1177/1744629514559313
Ahmad, R. (2010). Pengelolaan Pengajaran. Jakarta: Rineka Cipta.
Aini, Harul, Suandi, N., & Nurjaya, G. (2019). Pemberian Penguatan (Reinforcement) Verbal Dan Nonverbal Guru Dalam Pembelajaran Bahasa Indonesia Di Kelas Viii Mtsn Seririt. Jurnal Pendidikan Bahasa Dan Sastra Indonesia Undiksha, 8(1). https://doi.org/10.23887/jjpbs.v8i1.20246
Aini, Hurul, Suandi, N., & Nurjaya, G. (2018). Pemberian Penguatan ( Reinforcement ) Verbal dan Nonverbal Guru dalam Pembelajaran Bahasa Indonesia di Kelas VIII MTsN Seririt. Jurnal Pendidikan Bahasa Dan Sastra Indonesia Undiksha, 8(3), 23–32.
Aini, Z., Nirwana, H., & Marjohan, M. (2018). Kontribusi Penguatan Guru Mata Pelajaran Dan Kepercayaan Diri Siswa Terhadap Keaktifan Siswa Dalam Belajar. Biblio Couns: Jurnal Kajian Konseling Dan Pendidikan, 1(1), 1–11. https://doi.org/10.30596/bibliocouns.v1i1.1941
Al Halik, Prayitno, & Mudjiran. (2019). Aplikasi Penguatan kepada Siswa di Sekolah. INSIGHT: Jurnal Bimbingan Konseling, 8(1), 34–50. https://doi.org/10.21009/insight.081.04
Blazar, D., & Kraft, M. A. (2017). Teacher and Teaching Effects on Students’ Attitudes and Behaviors. Educational Evaluation and Policy Analysis, 39(1), 146–170. https://doi.org/10.3102/0162373716670260
Creswell, J. W. (2009). Research design qualitative, quantitative and mixed methods approaches. Amerika: Sage Publications.
Darmadi, H. (2010). Kemampuan dasar mengajar. Bandung: Alfabeta.
Desra, R. (2014). Hubungan kelekatan (attachment) terhadap guru dengan motivasi menghafal Al-Quran pada siswa SMPIT Al-Ihsan boarding school Pekanbaru. Universitas Islam Negeri Sultan Sarif Kasim Riau.
Elliot, Kratochwill, Littlefied, & Travers. (1996). Educational Psychology. USA: Brown & Benchmark.
Emdorizal, E., Karneli, Y., & Marlina, M. (2019). The Use of Counseling Cognitive Behavior Therapy (CBT) Approach to Change Students’ Attitudes toward Cheating Behavior at SMK 1 Gunung Talang. International Journal of Applied Counseling and Social Sciences, 1(1), 17–26.
Glading, S. T. (2012). konseling profesi yang menyeluruh (edisi keenam) (alih bahasa P. M winarno dan lilian yuwono. Jakarta: Indeks.
Hannurofik. (2016). Penguatan guru dalam proses pembelajaran (studi kasus pada SMA Negeri Kota Jambi). Universitas Negeri Padang.
Hasibuan, & Moedjiono. (2009). Proses belajar mengajar. Bandung: Remaja Rosdakarya.
Hoque, S. R. (2013). “Effect of Reinforcement on Teaching – Learning Process.” IOSR Journal of Humanities and Social Science, 7(1), 13–16. https://doi.org/10.9790/0837-0711316
Ismeirita. (2020). Pengaruh Lingkungan Keluarga, Penguatan Guru dan Motivasi Belajar Terhadap Hasil belajar Siswa Mata Pelajaran Dasar-Dasar Perbankan Kelas X Akuntansi di SMK Negeri Keahlian Bisnis Manajemen Kota Padang. Jurnal Sosial Dan Ilmu Ekonomi, 5(1), 89–103.
Jaenuri, J. (2017). Pengembangan Soft Skill Guru. Ta’allum: Jurnal Pendidikan Islam, 5(1), 123–140. https://doi.org/10.21274/taalum.2017.5.1.123-140
Kasman, A., Syukur, Y., & Marlina, M. (2018). Implementation of Group Guidance Services To Improve Student Understanding About Academic Procrastination. 3rd International Conference on Education, Islamic, 8–12. Padang.
Khajavy, G. H., Ghonsooly, B., Hosseini Fatemi, A., & Choi, C. W. (2016). Willingness to Communicate in English: A Microsystem Model in the Iranian EFL Classroom Context. TESOL Quarterly, 50(1), 154–180. https://doi.org/10.1002/tesq.204
Khasanah, F. L., Ketut Suarni, N., & Arum, D. (2014). Penerapan Konseling Behavioral Dengan Teknik Penguatan Positif Terhadap Peningkatan Motivasi Belajar Pada Siswa Berinteligensi Rendah Kelas Viii 4 Di Smp Negeri 2 Singaraja. Ejournal Undiksha Jurusan Bimbingan Konseling, 2(1), 204–269.
Koswara. (2008). Bagaimana menjadi guru kreatif. Bandung: Pribumi Mekar.
Kothari, C. R. (1990). research methodology methods and technique. JAIPUR (INDIA).
Madukwe, P., Onwuka, U., & Nyejirime, W. Y. (2019). Teachers ’ Atti tude as a Correlate of Students ’ Academic Performance. International Journal of Research and Innovation in Social Science, 3(1), 205–209.
Marlina, M., Hendrawati, T., & Kusumastuti, G. (2019). Teachers’ Attitude towards the Learning Achievement of Students with Learning Disabilities in Inclusive Schools. Journal of ICSAR, 3(1), 32–36. https://doi.org/10.17977/um005v3i12019p032
Marlina, M., & Kusumastuti, G. (2019). Social participation of students with special eucational needs in inclusive elementary schools. Specialusis Ugdymas, 1(39), 121–132. https://doi.org/10.21277/se.v1i39.412
Misra, M. (2012). Reinforcement Skill dalam Pembelajaran PAI (Studi Kasus di SMA Bukit Barisan Padang). Al-Ta Lim Journal, 19(1), 38–45. https://doi.org/10.15548/jt.v19i1.7
Mufidah, I., & Asmawi, H. (2017). Komunikasi Interpersonal dan Keterampilan Memberi Penguatan : Sebuah Analisa Korelasional terhadap Minat Belajar Siswa. Palapa: Jurnal Studi Keislaman Dan Ilmu Pendidikan, 5(2), 1–19. https://doi.org/10.36088/palapa.v5i2.43
Nababan, R. (2018). Hubungan Keterampilan Guru Memberi Penguatan (Reinforcement) dengan Hasil Belajar Siswa Kelas X SMA Perguruan Kristen Hosana Medan Tahun Pelajaran 2018/2019. Jurnal Civic Education, 1(1), 1–9.
Ningsih, S., Marjohan, M., & Nirwana, H. (2018). Contribution of the Implementation of High-Touch Teachers and the Academic Self Concept of Student Learning Motivation In Mathematics Subject. International Journal of Research in Counseling and Education, 3(1), 59–66. https://doi.org/10.24036/0069za0002
Prasetyanto, B. T., Wibawani, D. A., Wardani, E. N., & Drajati, N. A. (2019). Teacher’s Reinforcements Affecting Students’ Willingness to Communicate (WTC): A Photovoice in EFL Classroom. Indonesian Journal of EFL and Linguistics, 4(1), 57. https://doi.org/10.21462/ijefl.v4i1.98
Prasetyo, B & Jannah, L. M. (2012). Metode penelitian kuantitatif :teori dan aplikasi. Jakarta: Raja Grafindo Persada.
Prayitno. (2009). Dasar Teori dan Praksis Pendidikan. Jakarta: PT Gramedia.
Prayitno. (2005). Studi pengembangan aplikasi high touch dan high tech dalam proses pembelajaran. Padang.
Rasto. (2015). Pembelajaran mikro (mengembangkan keterampilan mengajar guru profesional). Bandung: Alfabeta.
Sardiman. (2007). Interaksi dan motivasi belajar mengajar. Jakarta: Raja Wali Press.
Sholikhah, L. D., Yuwono, D., Sugiharto, P., & Tadjri, I. (2017). Jurnal Bimbingan Konseling Model Konseling Kelompok dengan Teknik Penguatan Positif untuk Mereduksi Prokrastinasi Akademik Siswa Abstrak. Jurnal Bimbingan Konseling, 6(1), 62–67.
Soemanto, W. (2006). Psikologi Pendidikan. Jakarta: Rineka Cipta.
Syarifuddin, C. R. (2016). Pengaruh pemberian penguatan positif terhadap sikap belajar peserta didik pada mata pelajaran bahasa indonesia di mi darul istiqamah kecamatan pattalassang kabupaten gowa. 3(2), 60–70. https://doi.org/10.24252/auladuna.v3i2a2.2016
Wibowo, A. (2015). Aplikasi Reinforcement oleh Guru Mata Pelajaran dan Implikasinya terhadap Bimbingan dan Konseling. Guidena, 5(2), 16–30.
Zaturrahmi, Mudjiran, Neviyarni, & Nirwana, H. (2020). Implementasi Layanan BK dalam Program Pendidikan Karakter di SDIT Adzkia 1 Padang. E-Tech, 8(1), 1–6. https://doi.org/10.1007/XXXXXX-XX-0000-00
DOI: 10.24036/005415ijaccs
Article Metrics
Abstract View : 317 timesPDF : 164 times
Refbacks
- There are currently no refbacks.