KOMUNIKASI INTERPERSONAL GURU DALAM MENCIPTAKAN PEMAHAMAN BELAJAR SISWA DI MTS UMMUL QURAA

Abstrak

Penelitian ini bertujuan untuk menganalisis bentuk komunikasi interpersonal guru, faktor-faktor yang mendukung dan menghambat komunikasi interpersonal, serta peran komunikasi interpersonal guru dalam menciptakan pemahaman belajar siswa di MTs Ummul Quraa. Penelitian ini menggunakan pendekatan kualitatif dengan metode deskriptif. Teknik pengumpulan data dilakukan melalui observasi, wawancara, dan dokumentasi terhadap guru di MTs Ummul Quraa. Hasil penelitian menunjukkan bahwa guru menerapkan komunikasi interpersonal yang terbuka dan dua arah dengan menekankan kedekatan emosional antara guru dan siswa. Guru tidak hanya menyampaikan materi pembelajaran, tetapi juga membangun hubungan yang harmonis melalui komunikasi verbal dan nonverbal, baik di dalam maupun di luar kelas. Faktor pendukung komunikasi interpersonal meliputi lingkungan madrasah yang religius dan kondusif, sikap guru yang ramah dan terbuka, serta dukungan kepala madrasah. Adapun faktor penghambatnya antara lain perbedaan karakter siswa, rendahnya kepercayaan diri siswa, serta keterbatasan waktu pembelajaran. Komunikasi interpersonal guru terbukti berperan penting dalam meningkatkan pemahaman belajar siswa, motivasi belajar, dan terciptanya suasana belajar yang nyaman dan bermakna.

This study aims to analyze the forms of teachers’ interpersonal communication, the supporting and inhibiting factors, and the role of interpersonal communication in creating students’ learning understanding at MTs Ummul Quraa. This research employed a qualitative approach with a descriptive method. Data were collected through observation, interviews, and documentation involving teachers at MTs Ummul Quraa. The results indicate that teachers apply open and two-way interpersonal communication that emphasizes emotional closeness between teachers and students. Teachers do not merely convey learning materials but also build harmonious relationships through verbal and nonverbal communication, both inside and outside the classroom. Supporting factors of effective interpersonal communication include a conducive and religious school environment, teachers’ friendly and open attitudes, and support from the school principal. Meanwhile, inhibiting factors consist of differences in students’ characteristics, students’ lack of confidence in expressing opinions, and limited instructional time. The study also reveals that teachers’ interpersonal communication plays a crucial role in helping students understand learning materials, increasing learning motivation, and creating a comfortable and meaningful learning atmosphere. Therefore, teachers’ interpersonal communication is an essential factor in improving students’ learning understanding at MTs Ummul Quraa.