What type of study is this?

This is a Descriptive Qualitative study.

September 10, 2025

The Role of Teachers' Interpersonal Communication on Student Learning Motivation at Integrated Vocational School 1 Yaspida Sukabumi

Puntos clave

Interpersonal communication by teachers effectively boosts students' motivation to learn, promoting engagement.
Key findings indicate that teachers' empathetic and open communication fosters a conducive learning atmosphere.
Using a descriptive qualitative method, data was gathered from interviews and classroom observations within the school setting.
The study emphasizes the necessity for ongoing interpersonal communication training for educators to improve motivational outcomes.

Resumen

Education has an important role in shaping the character of students, developing their potential, and preparing them to face the challenges of life in the future. At the Integrated Vocational High School (SMK) 1 Yaspida Sukabumi, the education system that integrates vocational skills with Islamic values based on Islamic boarding schools presents a holistic approach. In this context, the role of teachers is not only as a material presenter, but also as an effective communicator who is able to build interpersonal communication to increase students' motivation to learn. The purpose of this study is to analyze: (1) the form of teachers' interpersonal communication in learning, (2) students' perceptions of these communication patterns, and (3) the influence of teachers' interpersonal communication on learning motivation. The research method uses a descriptive qualitative approach with case studies. Data was collected through in-depth interviews, hands-on classroom observations, and supporting documentation. The research subjects involved teachers and students of SMK Terpadu 1 Yaspida Sukabumi who were selected purposively. The results of the study show that interpersonal communication carried out by teachers with an open, empathetic, supportive, and equal attitude can increase learning motivation. Teachers who listen, understand emotional needs, and provide positive support succeed in creating a conducive learning atmosphere. The conclusion of this study emphasizes that teachers' interpersonal communication plays a strategic role in building student learning motivation. The implication is that schools need to provide interpersonal communication training for teachers on an ongoing basis in order to create a more meaningful, participatory, and inspiring learning climate. Further research is recommended to involve more participants from various school backgrounds, as well as combine quantitative approaches so that the results of the research are more comprehensive and generalized.

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