Pengaruh Iklim Kelas Dan Efikasi Diri Terhadap Prestasi Belajar Melalui Keterlibatan Siswa Sekolah Dasar
Keywords:
iklim kelas, efikasi diri, keterlibatan siswa, prestasi belajar, sekolah dasar.Abstract
Prestasi belajar siswa sekolah dasar tidak hanya dipengaruhi oleh kemampuan akademik, tetapi juga oleh suasana kelas, keyakinan siswa terhadap kemampuannya, dan keterlibatan mereka dalam proses pembelajaran. Artikel ini bertujuan menganalisis pengaruh iklim kelas dan efikasi diri terhadap prestasi belajar melalui keterlibatan siswa sekolah dasar. Penelitian dirancang menggunakan pendekatan kuantitatif dengan metode survei. Data direncanakan dikumpulkan melalui kuesioner iklim kelas, efikasi diri, dan keterlibatan belajar, serta dokumentasi nilai atau asesmen hasil belajar yang relevan. Analisis dapat dilakukan menggunakan statistik deskriptif, pengujian kualitas instrumen, analisis regresi, dan uji mediasi sesuai karakteristik data. Karena data lapangan belum disediakan, bagian hasil dalam naskah ini disusun sebagai format pelaporan yang harus diisi berdasarkan hasil pengumpulan dan analisis data nyata. Kerangka artikel membantu peneliti menjelaskan hubungan antarvariabel secara sistematis tanpa mengklaim temuan empiris yang belum diuji. Kajian ini diharapkan memberikan dasar bagi guru dan sekolah untuk membangun lingkungan kelas yang aman, suportif, dan mendorong partisipasi aktif siswa.
References
Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman.
Bond, M., Buntins, K., Bedenlier, S., Zawacki-Richter, O., & Kerres, M. (2020). Mapping research in student engagement and educational technology in higher education: A systematic evidence map. International Journal of Educational Technology in Higher Education, 17, Article 2. https://doi.org/10.1186/s41239-019-0176-8
Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268. https://doi.org/10.1207/S15327965PLI1104_01
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59–109. https://doi.org/10.3102/00346543074001059
Kahu, E. R. (2013). Framing student engagement in higher education. Studies in Higher Education, 38(5), 758–773. https://doi.org/10.1080/03075079.2011.598505
Martin, A. J., & Collie, R. J. (2019). Teacher–student relationships and students’ engagement in high school: Does the number of negative and positive relationships with teachers matter? Journal of Educational Psychology, 111(5), 861–876. https://doi.org/10.1037/edu0000317
OECD. (2019). PISA 2018 results (Volume III): What school life means for students’ lives. OECD Publishing. https://doi.org/10.1787/acd78851-en
Pekrun, R., & Linnenbrink-Garcia, L. (Eds.). (2014). International handbook of emotions in education. Routledge.
Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61, Article 101860. https://doi.org/10.1016/j.cedpsych.2020.101860
Skinner, E. A., Kindermann, T. A., & Furrer, C. J. (2009). A motivational perspective on engagement and disaffection: Conceptualization and assessment of children’s behavioral and emotional participation in academic activities in the classroom. Educational and Psychological Measurement, 69(3), 493–525. https://doi.org/10.1177/0013164408323233
Wang, M.-T., & Eccles, J. S. (2013). School context, achievement motivation, and academic engagement: A longitudinal study of school engagement using a multidimensional perspective. Learning and Instruction, 28, 12–23. https://doi.org/10.1016/j.learninstruc.2013.04.002
Wang, M.-T., & Degol, J. L. (2016). School climate: A review of the construct, measurement, and impact on student outcomes. Educational Psychology Review, 28, 315–352. https://doi.org/10.1007/s10648-015-9319-1
Wentzel, K. R. (2010). Students’ relationships with teachers. In J. L. Meece & J. S. Eccles (Eds.), Handbook of research on schools, schooling, and human development (pp. 75–91). Routledge.
Zimmerman, B. J. (2000). Self-efficacy: An essential motive to learn. Contemporary Educational Psychology, 25(1), 82–91. https://doi.org/10.1006/ceps.1999.1016
Zee, M., & Koomen, H. M. Y. (2016). Teacher self-efficacy and its effects on classroom processes, student academic adjustment, and teacher well-being: A synthesis of 40 years of research. Review of Educational Research, 86(4), 981–1015. https://doi.org/10.3102/0034654315626801
Fredricks, J. A., Reschly, A. L., & Christenson, S. L. (Eds.). (2019). Handbook of student engagement interventions: Working with disaffected students. Academic Press.
National Academies of Sciences, Engineering, and Medicine. (2018). How people learn II: Learners, contexts, and cultures. The National Academies Press. https://doi.org/10.17226/24783
UNESCO. (2021). Reimagining our futures together: A new social contract for education. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000379707
