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AL-TARBIYAH: Jurnal Pendidikan (The Educational Journal)

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Published by Universitas Islam Negeri Siber Syekh Nurjati Cirebon

ISSN : 24426377 EISSN : 27213595 DOI : -

Core Subject : Religion, Education, Social,

Religion Education Languange, Linguistic, Communication & Media Social Sciences Other

Al-Tarbiyah: Jurnal Pendidikan (The Educational Journal) is a double-blind peer reviewed journal on Education published by the Fakultas Ilmu Tarbiyah dan Keguruan UIN Siber Syekh Nurjati Cirebon. Al-Tarbiyah: Jurnal Pendidikan (The Educational Journal) welcomes and accepts qualified original research papers about education which are written by researchers, academicians, professionals, and practitioners from all over the world. This journal is published twice a year. Al-Tarbiyah: Jurnal Pendidikan (The Educational Journal) has already had registration numbers of p-ISSN: 2442-6377 and e-ISSN: 2721-3595 issued by the Indonesian Institute of Sciences (LIPI). Al-Tarbiyah journal was inactive during 2016-2018. In 2019 this journal started continuing the publication of Volume 29.

Arjuna Subject : Ilmu Sosial - Pendidikan

Articles 94 Documents

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KEPEMIMPINAN MANAJERIAL KEPALA MADRASAH TSANAWIYAH DALAM MENINGKATKAN KUALITAS PENDIDIKAN Ahmad Fauzi
AL-TARBIYAH: Jurnal Pendidikan (The Educational Journal) Vol 29, No 1 (2019)
Publisher : Faculty of Tarbiyah and Teachers Training

AbstrakPenelitian ini bertujuan mengungkap secara mendalam kepemimpinan manajerial kepala madrasah tsanawiyah negeri I Kota Cirebon dalam meningkatkan kualitas pendidikan. Penelitian ini adalah penelitian kualitatif deskriptif, instrumen pengumpulan data dengan cara wawancara mendalam, observasi mendalam, dan dokumentasi. Teknik analisis ditempuh melalui pengumpulan data, reduksi data, display data, dan penyimpulan data. Temuan penelitian menunjukkan bahwa keterampilan konsep kepala MTsN 1 Kota Cirebon dalam meningkatkan kualitas pendidikan dilakukan melalui perencanaan yang nyata dan tertuang dalam visi, misi, dan tujuan, dalam menggunakan strategi yang tepat, yakni pemberdayaan sumber daya manusia madrasah, membentuk team work, meminimalisir masalah dan perbaikan berkesinambungan melalui evaluasi program, respon terhadap perubahan, memanfaatkan peluang, menyampaikan gagasan, dan memberikan pertimbangan. Keterampilan manusiawi dalam meningkatkan kualitas pendidikan diimplementasikan dalam pemberian motivasi terhadap bawahan dengan mendorong akan pentingnya peningkatan profesi; memberikan penghargaan kepada bawahan terhadap prestasi yang sudah diraihnya; membangun kenyamanan kerja, memberi contoh agar tertanam disiplin, jiwa ikhlas, dan memiliki etos kerja yang baik; bersedia bekerjasama, menciptakan komunikasi yang baik; dan memberi bimbingan dalam menuntaskan tugas dan bisa menyelesaikan persoalan. Keterampilan teknik dalam meningkatkan kualitas pendidikan Kepala MTsN 1 Kota Cirebon adalah pengembangan keterampilan siswa, perbaikan kualitas secara berkesinambungan.Kata kunci: kerjasama, keterampilan, kesinambungan, progresifAbstractThis study aimed to reveal deeply the managerial leadership of the headmaster of state Islamic Junior High School I Cirebon City in improving the quality of education. This research was a descriptive qualitative research. Data collection techniques were conducted through in-depth interviews, in-depth observation, and documentation. Data analysis techniques were carried out through data collection, data reduction, data display, and data conclusion. The research findings show that the concept skills of the headmaster of State Islamic Junior High School 1 Cirebon City in improving the quality of education are carried out through real planning and is stated in the vision, mission, and purpose in applying the appropriate strategies, which includes human resource empowerment of madrasa, teamwork development, minimizing problems and doing continuous improvement through program evaluation, responding to changes, taking advantage of opportunities, communicating ideas, and giving consideration. The human skills in improving the quality of education were implemented through providing motivation to subordinates by encouraging them about the importance of improving the profession; giving rewards to subordinates for their achievements; building working convenience; giving examples to internalize discipline, sincerity, and a good work ethic; willing to work together; creating good communication; and providing guidance in completing tasks and solving problems. The headmaster’s technical skills to enhance the education quality were conducted through development of students’ skills and sustainable quality improvement.Keywords: cooperation, skills, sustainability, progressive

STRATEGI PENGENALAN KONSEP BERPUASA RAMADHAN PADA ANAK USIA DINI Jazariyah Jazariyah; Ende Riani; Putri Apriliyaneu Cahya Rumara; Tasya Nurul Annisa
AL-TARBIYAH: Jurnal Pendidikan (The Educational Journal) Vol 31, No 2 (2021)
Publisher : Faculty of Tarbiyah and Teachers Training

AbstrakKeterlibatan orangtua dalam mengenalkan konsep puasa pada anak sangat penting. Namun, tidak sedikit orang tua yang abai dalam mengenalkan konsep puasa utamanya puasa wajib di bulan Ramadhan, hanya karena masih anak-anak. Padahal mengenalkan puasa pada anak sejak dini akan berdampak baik dan bermanfaat sekali bagi anak, salah satunya anak memiliki pribadi yang baik serta dapat hidup sederhana. Orangtua menjadi sosok yang sangat dekat dan menjadi contoh bagi anak. Penelitian ini bertujuan untuk mengetahui strategi orangtua dalam mengenalkan konsep puasa ramadhan pada anak. Penelitian ini menggunakan pendekatan kualitatif. Subjek penelitian adalah para orangtua atau wali anak, yang tersebar di wilayan Cirebon, Majalengka dan Sumedang. Pengumpulan data dilakukan dengan teknik survey angket dan wawancara online. Analisis data melalui tahapan reduksi data, penyajian data, verifikasi data dan penarikan kesimpulan. Hasil penelitian ditemukan bahwa strategi orangtua dalam mengenalkan konsep puasa pada anak melalui penjelasan konsep puasa pada anak, langkah-langkah mengenalkan puasa pada anak, dan hal-hal yang harus diperhatikan. Pengenalan dilakukan secara bertahap, mulai dari melibatkan anak dalam kegiatan sahur, mengajarkan anak doa berpuasa dan membiarkan anak melakukan puasa meskipun bertahap.Kata kunci: konsep puasa, anak usia dini, strategi orangtuaAbstractThe involvement of parents in introducing the concept of fasting to children is very important. However, some parents disregard for introducing the concept of fasting to their children, especially obligatory fasting in the month of Ramadan, because they think that it is too early for children to learn the concept of fasting. In fact, introducing fasting to children from an early age has a good and very beneficial impact, one of which is that children have good personalities and can live humbly. Parents become intimate with their children and become a role model for them. This study aimed to determine parents’ strategy in introducing the concept of Ramadan fasting to children. This study used a qualitative approach. The research subjects were parents or guardians of children in Cirebon, Majalengka and Sumedang areas. The data were collected by using questionnaire and online interview. The stages in data analysis included data reduction, data presentation, data verification, and conclusion drawing. The results of the study showed that parents’ strategies in introducing the concept of fasting to children were through explanations of the concept of fasting, steps in fasting, and some conditions to pay attention to. Fasting concept was introduced gradually to children, starting from involving children in sahur activities, teaching children about fasting dua, and letting children fast gradually.Keywords: fasting concept, early childhood, parents’ strategies

PENGEMBANGAN DESAIN DIDAKTIS UNTUK MENGANTISIPASI LEARNING OBSTACLES BERPIKIR ALJABAR DI SEKOLAH DASAR Wulan Andini
AL-TARBIYAH: Jurnal Pendidikan (The Educational Journal) Vol 30, No 2 (2020)
Publisher : Faculty of Tarbiyah and Teachers Training

AbstrakPenelitian ini bertujuan untuk mengembangkan desain didaktis dalam mengantisipasi learning obstacles berpikir aljabar di sekolah dasar. Adapun metode penelitiannya menggunakan metode Didactical Design Research (DDR) yang dilakukan dengan terlebih dahulu meneliti learning obstacles yang dihadapi siswa, lalu kemudian mengembangkan situasi-situasi didaktis dan antisipasi didaktis untuk mengatasi learning obstacles yang ditemukan. Partisipan dalam penelitian ini sebanyak 66 siswa kelas III sekolah dasar. Pengumpulan data dilakukan dengan tes dan wawancara. Dari hasil penelitian dihasilkan desain didaktis yang berisi lima lesson design yang berhubungan dengan generalisasi pola yaitu lesson design mengenalkan pola dan membuat generalisasi pola yang sederhana bentuk penjumlahan, lesson design membuat generalisasi pola bentuk perkalian, lesson design membuat generalisasi pola yang mempunyai dua komponen berbeda, lesson design generalisasi pola dengan menganalisis aturan keseluruhan komponen dalam setiap pola, serta lesson design membuat generalisasi pola dengan memperhatikan susunannya.Kata kunci: berpikir aljabar, desain didaktis, learning obstacle AbstractThis study aimed to develop a didactic design in anticipating learning obstacles in algebraic thinking in elementary schools. The research method used the Didactical Design Research (DDR) method which was carried out by first examining the learning obstacles faced by students, then developing didactic situations and didactic anticipation to overcome the learning obstacles that were found. Participants in this study were 66 students of grade III elementary school. The data were collected by means of tests and interviews. From the results of the study, a didactic design was produced which contained five lesson designs that were related to pattern generalization, namely lesson design introducing patterns and making generalized patterns that were simple in the form of addition, lesson design making generalized patterns of multiplication forms, lesson design making generalized patterns having two different components, lesson design of generalized patterns by analyzing the rules of all components in each pattern, and lesson design of generalized patterns by paying attention to their arrangement.Keyword: algebraic thinking, didactical design, learning obstacle

PENERAPAN MODEL KOOPERATIF TIPE TEAM ASSISTED INDIVIDUALIZATION UNTUK MENINGKATKAN KEMAMPUAN KOMUNIKASI MATEMATIS SISWA Nela Nurul Hikmah
AL-TARBIYAH: Jurnal Pendidikan (The Educational Journal) Vol 30, No 2 (2020)
Publisher : Faculty of Tarbiyah and Teachers Training

AbstrakPenelitian ini dilatar belakangi oleh rendahnya komunikasi matematis siswa, hasil kemampuan komunikasi matematis siswa di MI PUI Sangiang belum mencapai nilai KKM yaitu 75. Penelitian ini bertujuan untuk mengetahui penerapan model kooperatif tipe Team Assisted Individualization pada mata pelajaran matematika, untuk mengetahui komunikasi siswa di kelas V MI PUI Sangiang dengan menggunakan model kooperatif tipe Team Assisted Individualization, untuk mengetahui peningkatan kemampuan komunikasi matematis siswa antar siklus dengan menggunakan model kooperatif tipe Team Assisted Individualization. Penelitian ini menggunakan metode penelitian tindakan kelas (PTK). Hasil dan kesimpulan dari penelitian ini bahwa Penerapan model kooperatifftipe Team Assisted Individualization untuk meningkatkan kemampuan komunikasi matematis siswa telah dilaksanakan dengan baik, kemampuan komunikasi matematis siswa dengan menerapkan model kooperatif tipe Team Assisted Individualization mengalami peningkatan pada setiap siklusnya. Rata-rata kemampuan komunikasi matematis siswa pada siklus I yaitu sebesar 61. Pada siklus II nilai rata-rata kelas yaitu 72. Pada siklus III dengan nilai rata-rata mencapai 81, kemampuan komunikasi matematis siswa di kelas V MI PUI Sangiang antar siklus dengan menggunakan model kooperatif Tipe Team Assisted Individualization mengalami peningkatan. Kesimpulannya bahwa model kooperatif tipe Team Assisted Individualization dapat meningkatkan kemampuan komunikasi matematis siswa.Kata Kunci: Komunikasi Matematis, Team Assisted IndividualizationAbstractThis study was motivated by the low mathematical communication of students in the subject of Mathematics. The results of mathematical communication skills of students at MI PUI Sangiang had not reached the KKM score of 75. This study aimed to determine the application of the cooperative model of Team Assisted Individualization type in the subject of Mathematics, to determine student communication in the fifth grade at MI PUI Sangiang by using the cooperative model of Team Assisted Individualization type, and to determine the improvement of mathematical communication skills of the students between cycles by using the cooperative model of Team Assisted Individualization type. This study used a classroom action research (CAR) method. The results of this study indicate that the application of the cooperative model of Team Assisted Individualization type in improving mathematical communication skills of the students has been implemented well. Mathematical communication skills of the students assisted with the cooperative model of Team Assisted Individualization had increased in each cycle. The average score of the mathematical communication skills of the students in cycle I was 61. The class average score in cycle II was 72. In cycle III, the average score reached 81. Mathematical communication skills of the fifth-grade students at MI PUI Sangiang between cycles assisted by the cooperative model of the Team Assisted Individualization Type had improved. In conclusion, the cooperative model of the Team Assisted Individualization type can improve the mathematical communication skills of students.Keywords: mathematical communication, Team Assisted Individualization

SCAFFOLDING IN TEACHING WRITING Listiana Ikawati
AL-TARBIYAH: Jurnal Pendidikan (The Educational Journal) Vol 30, No 1 (2020)
Publisher : Faculty of Tarbiyah and Teachers Training

AbstractAs one of the prominent skills in English language learning, mastering writing is a must for students at various educational levels, yet many of them sometimes have difficulties in generating ideas, using grammar and vocabularies and maintaining unified ideas in their writing. Considering the problems faced by the students and practices needed by students to improve their writing skills, the teachers can use scaffolding strategy derived from Vygostky’s ZPD theory. It is believed that students can complete the difficult task that is a bit higher than their ability through guidance from more expert others. The purpose of the study was to figure out how scaffolding can be used to improve students’ writing skills. The results of the study show that scaffolding can be used as teacher’s strategy to improve students’ writing skills by integrating the writing process in the genre-based approach representing the scaffolding. It shows how the teacher gradually removes his assistance as soon as students have the experience for completing the task. Through scaffolding, students will learn how to experience the strategy, rather than merely to complete the task and it leads them to be autonomous and successful writers.Keywords: Scaffolding, writing, and ZPD

CONCEPT MAPPING: A WAY FOR INVESTIGATING STUDENTS’ MATHEMATICAL UNDERSTANDING Rizky Oktaviana Eko Putri
AL-TARBIYAH: Jurnal Pendidikan (The Educational Journal) Vol 31, No 2 (2021)
Publisher : Faculty of Tarbiyah and Teachers Training

AbstractUnderstanding the concept is one of the main goals in learning mathematics. Teachers as the main pillar in the implementation of learning can use various ways and methods to analyze the extent to which students understand the mathematical concepts being taught. One way that can be used by teachers to observe students' understanding is through a concept map. This study was a qualitative study with the purpose of describing students' understanding on mathematical concepts by using a concept map. The subjects of this study were three students who were selected based on differences in mathematical ability. Students were asked to develop a concept map according to their understanding of the material on mathematical functions. The results show that concept maps can show the level of students' understanding on mathematical concepts based on the number of relationships formed (map complexity). Students with high mathematical abilities can form a fairly complex concept map by showing the relationship of each given concept. On the other hand, students with low mathematical abilities have not been able to show the relationship between the concepts given yet. Keywords: Understanding, Mathematical Concepts, Concept Maps

PEMBELAJARAN FIQIH SECARA KONTEKSTUAL DI MADRASAH TSANAWIYAH Muhammad Khoeron
AL-TARBIYAH: Jurnal Pendidikan (The Educational Journal) Vol 29, No 1 (2019)
Publisher : Faculty of Tarbiyah and Teachers Training

AbstrakPada umumnya mata pelajaran fiqih dipandang sebagai pelajaran yang menjemukan. Hal ini mengakibatkan hasil belajar para peserta didik menjadi rendah. Padahal fiqih merupakan mata pelajaran yang wajib diikuti oleh peserta didik Madrasah Tsanawiyah. Tujuan penelitian ini adalah untuk mengungkap secara mendalam tentang pembelajaran fiqih secara kontekstual di Madrasah Tsanawiyah Negeri 1 Kota Cirebon. Metode penelitian ialah deskriptif kualitatif. Instrumen pengumpulan data dilakukan melalui wawancara mendalam, observasi mendalam partisipan pasif, dan dokumentasi. Tehnik analisis dilakukan melalui pengumpulan data, reduksi data, display data dan analisis data. Hasil penelitian menunjukkan bahwa pembelajaran fiqih di kelas VIII MTsN 1 Kota Cirebon sudah terimplementasi dengan cukup baik. Hal ini dilihat dari upaya guru dalam menekankan pentingnya lingkungan alamiah diciptakan dalam proses belajar. Hasil pembelajaran fiqih secara kontekstual cukup memuaskan yang ditandai dengan prestasi peserta didik dan pemahaman peserta didik yang meningkat dan antusiasme shalat jama’ah dan shalat dhuha. Banyak peserta didik yang hafal surat Yasin dan dzikir serta doa-doa. Proses pembelajaran di kelas dilakukan dengan variasi metode. Dalam materi-materi tertentu, guru juga melakukan refleksi pada akhir pembelajaran. Tahap terakhir pembelajaran ialah penilaian autentik yang dilakukan dengan menilai dan mengukur kemampuan peserta didik secara objektif dan memperhatikan perilaku peserta didik dalam penilaian.Kata kunci: mengkonstruksi, kontekstual, fiqih AbstractGenerally, the subject of Islamic jurisprudence is a tedious subject. This results in low student learning outcomes. In fact, Islamic jurisprudence is a subject that must be attended by students of Islamic Junior High School. The purpose of this study was to reveal deeply about the contextual learning of Islamic jurisprudence in State Islamic junior high school 1 Cirebon City. The research method was descriptive qualitative. Data collection instruments were carried out through in-depth interviews, in-depth passive participant observation, and documentation. Analysis techniques were carried out through data collection, data reduction, data display and data analysis. The results show that Islamic jurisprudence learning in Class VIII of Junior High School 1 Cirebon city was implemented quite well. It was seen from the teachers’ efforts to emphasize the importance of the natural environment to be created in the learning process. The results of contextual Islamic jurisprudence were quite satisfying which was indicated by increased students' achievement and enthusiasm for congregational and duha prayers. Many students memorize Surah Yasin and dhikr as well as prayers. The learning process in the classroom was done through varied methods. In certain materials, the teachers also do reflections at the end of learning. The last stage of learning is an authentic assessment which was done by assessing and measuring students’ ability objectively and paying attention to students’ behavior in the assessment. Keywords: construct, contextual, Islamic jurisprudence

PROFIL GURU PROFESIONAL ABAD 21 DALAM PERSPEKTIF MAHASISWA IAIN SYEKH NURJATI CIREBON Ratnawati Ratnawati; Septi Gumiandari
AL-TARBIYAH: Jurnal Pendidikan (The Educational Journal) Vol 31, No 1 (2021)
Publisher : Faculty of Tarbiyah and Teachers Training

AbstrakPada abad 21, banyak orang memiliki pandangan berbeda terkait profil guru yang profesional, termasuk mahasiswa IAIN Syekh Nurjati Cirebon yang memiliki pandangan berbeda terkait dengan isu ini. Penelitian ini bertujuan untuk mengungkap melalui perspektif mahasiswa IAIN Syekh Nurjati Cirebon tentang profil guru profesional abad 21. Penelitian ini menggunakan metode kualitatif dengan pendekatan deskriptif. Hasil dari penelitian menunjukan bahwa para mahasiswa IAIN Syekh Nurjati Cirebon mempersepsi kriteria guru profesional abad 21 dengan tujuh keterampilan, yakni: (1) kemampuan berkomunikasi, (2) berkolaborasi, (3) berpikir kritis, kreatif dan inovatif, (4) kemampuan memecahkan masalah, (5) kemampuan memahami karakteristik peserta didik, (6) pola pikir yang imajinatif, serta (7) terampil dalam penguasaan teknologi informasi. Disamping ketujuh keterampilan tersebut, profil guru abad 21 pun harus memiliki beberapa karakter berikut: (1) ulet dan cekatan, (2) menjunjung tinggi profesi dan kode etik guru, (3) disiplin (tepat waktu), (4) terbuka, (5) jujur, (6) amanah dan bertanggungjawab, (7) professional (tidak mencampur adukan masalah pribadi ke dalam masalah akademik dunia pendidikan).Kata kunci: Abad 21, guru profesional, mahasiswa IAIN Syekh Nurjati Cirebon AbstractIn the 21st century, many people have different views regarding the profile of professional teachers, including students of IAIN Syekh Nurjati Cirebon who have different views on this issue. This study aimed to reveal the perspectives of IAIN Syekh Nurjati Cirebon students on the profile of 21st century professional teachers. This study used a qualitative method with a descriptive approach. The results of the study show that students of IAIN Syekh Nurjati Cirebon perceive the criteria of 21st century professional teachers with seven skills, namely: (1) communication skills, (2) collaboration, (3) critical and creative thinking, (4) problem solving skills, (5) the ability to understand the characteristics of students, (6) an imaginative mindset, and (7) being skilled in mastering information technology. In addition to these seven skills, the profile of a 21st century teacher must also have the following characters: (1) tenacious and agile, (2) upholding the profession and teacher's code of ethics, (3) discipline (being on time), (4) open-minded, (5) honest, (6) reliable and responsible, (7) professional (no interference of personal problems in the academic problems in the world of education).Keywords: 21st century, professional teachers, students of IAIN Syekh Nurjati Cirebon

THE USE OF RECOMBINATION ACTIVITY TO DEVELOP STUDENTS’ DISCOURSE SKILLS Banatul Murtafi'ah
AL-TARBIYAH: Jurnal Pendidikan (The Educational Journal) Vol 30, No 1 (2020)
Publisher : Faculty of Tarbiyah and Teachers Training

Discourse analysis cannot be neglected nor separated from our lives. Several experts even claim its importance in language teaching. The need to teach a language in context is something which is unavoidable. Therefore, a lesson plan to develop students’ discourse is needed. This paper reports on a result of teaching practice conducted at a language institution in Yogyakarta. The research was started from lesson plan development to teaching practice in the classroom. The lesson plan followed top-down approach and text-based approach on the model. It focused on the use of recombination activity. At the end of the lesson, three questions were given as a reflection for the students. The results show that half of the students succeeded in arranging the sentences into correct order for the recombination task. it was found that half of them agreed that title provision might help them in doing recombination activity. In addition, all of them also agreed that the knowledge of language features of the text helped them in doing recombination activity. They even mentioned that it was the knowledge of conjunctions that helped them in doing the activities. These results prove that the use of recombination activity may develop students’ discourse skills.Keywords: discourse analysis; recombination activity; lesson plan

PENGARUH KOMUNIKASI INTERPERSONAL GURU TERHADAP MOTIVASI BELAJAR SISWA DI SEKOLAH MENENGAH ATAS Muhammad Kusman
AL-TARBIYAH: Jurnal Pendidikan (The Educational Journal) Vol 29, No 1 (2019)
Publisher : Faculty of Tarbiyah and Teachers Training

Abstrak Proses belajar mengajar pada hakikatnya adalah proses komunikasi sebab komunikasi adalah jantung dari proses pembelajaran. Akan tetapi, sejumlah guru ternyata masih banyak kekurangan dalam hal komunikasi interpersonal terhadap motivasi belajar. Padahal berdasarkan hasil penelitian bahwa komunikasi interpersonal yang efektif adalah faktor penting dalam perkembangan kejiwaan pengirim dan penerima pesan. Tujuan dari penelitian ini adalah untuk mengetahui pengaruh langsung komunikasi interpersonal guru terhadap motivasi belajar siswa. Penelitian ini adalah penelitian survei kualitatif dengan purposif sampling. Instrumen untuk pengumpulan data adalah kuesioner. Hasil penelitian menunjukkan bahwa komunikasi interpersonal guru berpengaruh secara signifikan terhadap motivasi belajar para siswa. Hal ini ditunjukkan pada prosentase 66,04%. Sementara itu, motivasi belajar siswa adalah 67,78%. Dengan demikian untuk peningkatan motivasi siswa dalam belajar secara baik dapat dilakukan dengan meningkatkan komunikasi interpersonal guru. Kata kunci: Interaksi, Pembelajaran, Kedekatan Abstract Teaching and learning process is basically a communication process because it is the heart of the learning process. However, a number of teachers in reality still lack a lot in terms of interpersonal communication on learning motivation. In fact, based on the research results, effective interpersonal communication is an important factor in the psychological development of the sender and the recipient of the message. The purpose of this study was to determine the direct effect of interpersonal communication of teachers on students’ learning motivation. This research was a qualitative survey research with purposive random sampling. The instrument for data collection was questionnaire. The results of the research show that the teacher's interpersonal communication significantly influences on students' learning motivation. It was indicated by the percentage of 66.04%. Meanwhile, students' learning motivation was 67.78%. Therefore, to increase students’ motivation in learning well can be done by increasing teachers’ interpersonal communication. Keywords: Interaction, Learning, Closeness

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Herani Tri Lestiana

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herani@syekhnurjati.ac.id

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+6285641552211

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