PENTINGNYA PERAN GURU TERHADAP KETERLIBATAN SISWA SD X KELAS 5 PADA PELAJARAN BAHASA MANDARIN DI JAKARTA BARAT
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Abstract
Fenomena yang terjadi pada siswa kelas 5 SD X bahwa hasil akademik siswa, khususnya pada Pelajaran Bahasa Mandarin, tidak memuaskan. Salah satu penyumbang utama dalam kesuksesan akademik di lintas tingkat pendidikan adalah keterlibatan. Keterlibatan sangat menarik diteliti karena terbukti bahwa hal itu mudah dibentuk dan responsif terhadap perubahan praktik sekolah dan guru. Penelitian terdahulu menunjukkan bahwa keterlibatan guru berperan terhadap keterlibatan siswa. Penelitian lain juga menyatakan bahwa kompetensi budaya guru juga berperan terhadap keterlibatan siswa. Namun, belum ada penelitian yang menyatakan bahwa keterlibatan dan kompetensi budaya guru secara bersama-sama berperan terhadap keterlibatan siswa. Tujuan penelitian ini adalah untuk melihat peran keterlibatan dan kompetensi budaya guru bahasa mandarin terhadap keterlibatan siswa pada Pelajaran Bahasa Mandarin kelas 5 SD X di Jakarta Barat. Penelitian ini melibatkan 97 siswa kelas 5 sekolah dasar. Uji asumsi sebagai persyaratan analisis regresi untuk membuktikan hipotesis dilakukan terlebih dahulu. Hasil uji regresi keterlibatan guru terhadap keterlibatan siswa adalah R2= .344 (p < .05) atau sebesar 34%. Hasil uji regresi kompetensi budaya guru terhadap keterlibatan siswa adalah R2= .139 (p > .05) atau tidak berperan. Hasil uji regresi berganda keterlibatan guru dan kompetensi budaya guru terhadap keterlibatan siswa adalah R2= .344 (p < .05) atau sebesar 34%.
The phenomenon happening among 5th grade students of X elementary school is that the academic results of students, especially in Mandarin Language, are not satisfactory. One of the main contributors to academic success across educational levels is involvement. Involvement is a very interesting study because it is proven to be easily formed and is responsive to changes in school and teacher practices. Previous research shows that teacher involvement plays a role in student involvement. Other research also states that the teacher's cultural competence also plays a role in student involvement. However, there is no research stating that the involvement and cultural competence of teachers together contribute to student involvement. The purpose of this study is to examine the role of the involvement and cultural competence of mandarin language teachers in student involvement in 5th grade Mandarin Language Lesson at X elementary school in West Jakarta. This research involved 97 5th grade elementary school students. Assumption test as a requirement of regression analysis to prove the hypothesis was conducted before anything else. The result of regression test, the role of teacher involvement toward student involvement was R2 = .344 (p <.05) or 34%. The result of the regression test, the role of teacher cultural competence toward student involvement was R2 = .139 (p> .05) or no role. The result of the multiple regression test, the role of teacher involvement and teacher cultural competence toward student involvement was R2 = .344 (p <. 05) or 34%.
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References
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