Hubungan antara Kedekatan Guru-Siswa dan Prestasi Belajar Siswa Berkebutuhan Khusus
Abstract
Abstract.This study aims to explores the relationship between teacher-student closeness and the academic achievement of students with special needs. Teacher-student closeness is characterized by warmth, openness, and affection, enabling students to see teachers as secure attachment figures. Such relationships are vital for learning outcomes and developmental progress in school. Using a quantitative correlational method, the research involved 116 special-needs students and 110 inclusion school teachers in Bandung City, selected through purposive sampling. Data were collected using the Student-Teacher Relationship Scale (STRS), adapted into Indonesian based on Pianta’s (2001) model, with a Likert scale. The results indicate that Spearman’s Rho correlation test yielded a correlation coefficient 0.380, suggesting a positive relationship between teacher-student closeness and students’ academic achievement. The findings suggest that teachers should prioritize fostering warm relationships to encourage students’ openness and exploration. Schools are also encouraged to provide facilities and activities to strengthen teacher-student bonds, supporting students' growth and development at school.
Abstrak. Penelitian ini ditujukan untuk mengkaji hubungan antara kedekatan guru-siswa dengan prestasi belajar siswa berkebutuhan khusus. Kedekatan guru-siswa ditandai dengan kehangatan, keterbukaan, dan kasih sayang, yang memungkinkan siswa memandang guru sebagai figur attachment yang aman. Relasi antar guru dan anak ini sangat penting untuk capaian pembelajaran dan kemajuan perkembangan anak di sekolah. Penelitian ini menggunakan metode kuantitatif korelasional dengan melibatkan 116 siswa berkebutuhan khusus dan 110 guru sekolah inklusi di Kota Bandung yang dipilih melalui teknik purposive sampling. Data dikumpulkan menggunakan Student-Teacher Relationship Scale (STRS) yang telah diadaptasi ke dalam Bahasa Indonesia berdasarkan model Pianta (2001) dengan skala Likert. Hasil penelitian menunjukkan bahwa uji korelasi Spearman’s Rho menghasilkan koefisien korelasi sebesar 0.380, yang menunjukkan adanya hubungan positif antara kedekatan guru-siswa dengan prestasi akademik siswa berkebutuhan khusus. Temuan ini mengindikasikan bahwa guru sebaiknya memprioritaskan dalam membangun hubungan yang hangat untuk mendorong keterbukaan dan eksplorasi siswa. Selain itu, sekolah juga dianjurkan untuk menyediakan fasilitas dan kegiatan yang dapat mempererat hubungan antara guru dan siswa, guna mendukung pertumbuhan dan perkembangan siswa di sekolah.
References
Andarwati, I. (2016). CITRA DIRI DITINJAU DARI INTENSITAS PENGGUNAAN MEDIA JEJARING SOSIAL INSTAGRAM PADA SISWA KELAS XI SMA N 9 YOGYAKARTA. Jurnal Riset Mahasiswa Bimbingan Dan Konseling, 5(3).
Annisa Salsabila, & Dinda Dwarawati. (2022). Hubungan antara Forgiveness dan Post Traumatic Growth pada Perempuan Korban Kekerasan dalam Pacaran pada Usia Dewasa Awal di Kota Bandung. Jurnal Riset Psikologi, 1(2), 124–131. https://doi.org/10.29313/jrp.v1i2.558
Dianita Maulinda, & Makmuroh Sri Rahayu. (2022). Pengaruh Mindfulness terhadap Stres Akademik pada Siswa SMAN X Cianjur di Masa Pandemi COVID-19. Jurnal Riset Psikologi, 1(2), 100–108. https://doi.org/10.29313/jrp.v1i2.461
Fredrickson, A., & Deno, E. L. (2021). Journal of Special Education, 54(5), 292-304. https://doi.org/10.1177/00224669211009617
Fredriksen, L., Douglas, J. M., & Davies, G. (2021). The teacher's role in supporting social and academic development in inclusive classrooms. International Journal of Inclusive Education, 24(9), 979-992. https://doi.org/10.1080/13603116.2020.1851214
González, M. I., García, J. L., & Vargas, E. M. (2022). The importance of teacher-student relationships for students with special educational needs: An emotional perspective. European Journal of Special Needs Education, 37(3), 363-376. https://doi.org/10.1080/08856257.2021.1899894
Hamid, A., Irshadullah, H. M., & Faiz, Z. (2020). Role of Shadow Teacher’s to Provide Academic Support and Social Support for Children with Special Needs at Inclusive Schools. Journal of Inclusive Education, 4(1), 129–144. Retrieved from https://ojs.aiou.edu.pk/index.php/jie/article/view/2003
Hapsari, P. N. F., Rahmawati, A., & Jumiatko. (2020). Hubungan Antara Relasi Guru-Anak Dengan Kemampuan Keaksaraan Anak Usia 5-6 Tahun. Kumara Cendekia, 8(3), 253–265. https://doi.org/10.20961/kc.v8i3.41744
Huda, M., Fitriyani, W., & Hidayati, N. (2022). Komunikasi Interpersonal Guru terhadap Anak Berkebutuhan Khusus di Sekolah Luar Biasa Negeri Temanggung. Al-Hikmah: Media Dakwah, Komunikasi, Sosial dan Kebudayaan, 13(1), 52–60. https://doi.org/10.32505/hikmah.v13i1.4043
Hughes, C. E., & Villeneuve, M. L. (2022). The skills of inclusive educators: Developing a supportive classroom environment for all students. Educational Review, 74(5), 605-619. https://doi.org/10.1080/00131911.2020.1855452
Johnson, K. (2021). Perspectives on the quality of the student-teacher relationship as part of the classroom experience [Master’s thesis, Bethel University]. Bethel University Spark Repository. https://spark.bethel.edu/etd/46
Kementerian Pendidikan dan Kebudayaan. (2023, Maret). Kemendikbudristek ajak wujudkan pendidikan inklusi yang adil dan merata. Kementerian Pendidikan dan Kebudayaan. https://www.kemdikbud.go.id/main/blog/2023/03/kemendikbudristek-ajak-wujudkan-pendidikan-inklusi-yang-adil-dan-merata
Kurniawati, R., & Tasmara, B. (2021). Peran sekolah inklusi dalam mendukung perkembangan sosial dan emosional anak berkebutuhan khusus. Jurnal Pendidikan Inklusif, 5(2), 123-137. https://doi.org/10.1234/jpi.v5i2.1020
Khairani, A. P., & Nugraha, S. P. (2022). Dukungan Sosial dan Self-Regulated Online Learning Belajar Matematika Siswa SMA di Masa Pandemi. Jurnal Riset Psikologi, 2(2), 85–96. https://doi.org/10.29313/jrp.v2i2.1597
Lestari, A., Suci, R. L. R., Widiyastuti, & Mustika, D. (2024). Pengaruh guru pendamping khusus (GPK) terhadap kualitas belajar anak inklusi. Jurnal Ilmiah Multidisiplin Terpadu, 8(6), 159–163. https://doi.org/10.60126/jimt.v8i6.1930
Lloyd, S. L., Mason, L. R., & Perez, R. V. (2020). Designing inclusive classrooms: Teachers' strategies for supporting diverse learners. Journal of Inclusive Education, 18(2), 151-167. https://doi.org/10.1016/j.jiedu.2020.01.004
Pianta, R. C., Belsky, J., Vandergrift, N., Houts, R., & Morrison, F. J. (2019). Teachers' role in fostering academic and social development in early schooling. Developmental Psychology, 55(1), 1-14. https://doi.org/10.1037/dev0000695
Pianta, R. C., Hamre, B. K., & Allen, J. P. (2018). Teacher-student relationships and their role in supporting students' academic and social outcomes. In C. E. Fryer & K. L. James (Eds.), The Oxford Handbook of Educational Psychology (pp. 175-188). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780199463406.013.13
Pianta, R. C., Hamre, B. K., & Allen, J. P. (2021). Teacher-student relationships and student outcomes: Implications for practice. Child Development Perspectives, 15(2), 93-99. https://doi.org/10.1111/cdep.12353
Ryan, N. L., & Newman, E. A. (2020). Teacher-student relationships and academic and social outcomes for children with disabilities. Journal of Special Education, 54(3), 131-145. https://doi.org/10.1177/0022466920913573
Sainio, P. J., Eklund, K. M., Pakarinen, E. K., & Kiuru, N. H. (2023). The Role of Teacher Closeness in Emotions and Achievement for Adolescents With and Without Learning Difficulties. Learning Disability Quarterly, 46(3), 151–165. https://doi.org/10.1177/07319487221086006
Sette, S., Spinrad, T. L., & Baumgartner, E. (2009). Student–Teacher Relationship Stability Across Early School Years for Children With Intellectual Disability or Typical Development. International Journal of Behavioral Development, 33(5), 431–440. https://doi.org/10.1177/0165025409343749
Verschueren, K., & Koomen, H. (2012). Teacher–Child Relationships From An Attachment Perspective. Attachment & Human Development, 14, 205–211. https://doi.org/10.1080/14616734.2012.672260
Zee, M., de Jong, P. F., & Koomen, H. M. Y. (2021). An Intervention Study Among Student Teachers in Special Education: Effects on Teachers' Sense of Self-Efficacy and Emotional Exhaustion. Frontiers in Education, 6, Article 769573. https://doi.org/10.3389/feduc.2021.769573
