Memahami Peran Komunikasi Orang Tua-Guru pada Motivasi Siswa SD Understanding the Role of Parent-Teacher Communication in Elementary School Student Motivation
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2203-2217
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May 30, 2024
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10.58578/tsaqofah.v4i3.3094
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Ananda Ramadhani1, Sahrun Nisa2 
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Abstract
The role of communication between parents and teachers in enhancing student motivation in elementary schools is crucial. Referring to various studies conducted by experts, it is found that strong and regular communication between parents and teachers has a positive impact on strengthening collaborative relationships, facilitating the exchange of relevant information, and helping to solve emerging problems. Additionally, a good partnership between parents and teachers can influence students' perceptions of learning and assist in better understanding the individual needs of students. Therefore, it is important for educators to recognize the significance of parent-teacher communication, overcome potential barriers, and build positive relationships with parents to support the optimal development of students in elementary schools.
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Parent-teacher communication; Student motivation; Elementary school; Parent-teacher partnership
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Ramadhani, A., & Nisa, S. (2024). Memahami Peran Komunikasi Orang Tua-Guru pada Motivasi Siswa SD. TSAQOFAH, 4(3), 2203-2217. https://doi.org/10.58578/tsaqofah.v4i3.3094
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
References
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Bettis, J., Kakkar, S., & Chan, C. D. (2020). Taking access to the community: An ecological systems framework for In‐Home counseling with older adults. Adultspan Journal, 19(1), 54-64. https://doi.org/10.1002/adsp.12087
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Chen, A., & Hancock, G. R. (2006). Conceptualizing a theoretical model for school-centered adolescent physical activity intervention research. Quest (National Association for Kinesiology in Higher Education), 58(3), 355-376. https://doi.org/10.1080/00336297.2006.10491887
Chen, K., & Lin, Y. (2022). Feasibility of preschool's parent-teacher communication using a mobile app: An action research in a remote fishing village. Interactive Learning Environments, ahead-of-print(ahead-of-print), 1-17. https://doi.org/10.1080/10494820.2021.1977963
Cheng, S., Keyes, K. M., Bitfoi, A., Carta, M. G., Koç, C., Goelitz, D., Otten, R., Lesinskiene, S., Mihova, Z., Pez, O., & Kovess-Masfety, V. (2017). Understanding parent-teacher agreement of the Strengths and Difficulties Questionnaire (SDQ): Comparison across seven European countries. International Journal of Methods in Psychiatric Research, 27(1). https://doi.org/10.1002/mpr.1589
Christenberry, T. (2017). Standalone interviews do not equal qualitative research. Nurse Author & Editor, 27(4), 1–9. https://doi.org/10.1111/j.1750-4910.2017.tb00255.x Chu, H., & Ke, Q. (2017). Research methods: What’s in the name?. Library & Information Science Research, 39(4), 284-294. https://doi.org/10.1016/j.lisr.2017.11.001
Chu, S. (2014). Perspectives of teachers and parents of Chinese American students with disabilities about their home-school communication. Preventing School Failure, 58(4), 237-248. https://doi.org/10.1080/1045988X.2013.809685 Communicating with students and parents (secondary grading and reporting). xxxxxxx County Public Schools. (2023). Removed URL for privacy reasons.
Connelly, L. M. (2016). Trustworthiness in qualitative research. Medsurg Nursing, 25(6), 435- 436. http://ezproxy.liberty.edu/login?qurl=https%3A%2F%2Fwww.proquest.com%2Fscholarl y-journals%2Ftrustworthiness-qualitative-research%2Fdocview%2F1849700459%2Fse2%3Faccountid%3D12085
Conus, X., & Fahrni, L. (2019). Routine communication between teachers and parents from minority groups: An endless misunderstanding? Educational Review (Birmingham), 71(2), 234-256. https://doi.org/10.1080/00131911.2017.1387098
Cook, K. D., Dearing, E., & Zachrisson, H. D. (2018). Is Parent–Teacher cooperation in the first year of school associated with Children’s academic skills and behavioral functioning? International Journal of Early Childhood, 50(2), 211-226. https://doi.org/10.1007/s13158-018-0222-z
Cope, D. G. (2013). Methods and meanings: Credibility and trustworthiness of Qualitative Research. Oncology Nursing Forum, 41(1), 89–91. https://doi.org/10.1188/14.onf.89-91
Crandall, A., Powell, E. A., Bradford, G. C., Magnusson, B. M., Hanson, C. L., Barnes, M. D., Novilla, M. L. B., & Bean, R. A. (2020). Maslow’s hierarchy of needs as a framework for understanding adolescent depressive symptoms over time. Journal of Child and Family Studies, 29(2), 273-281. https://doi.org/10.1007/s10826-019-01577-4
Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches. Sage.
Davidson, C. (2010). Transcription matters. Journal of Early Childhood Research, 8(2), 115– 131. https://doi.org/10.1177/1476718x09345516
De Deyne, S., Navarro, D. J., Perfors, A., Brysbaert, M., & Storms, G. (2019). The “Small world of words” English word association norms for over 12,000 cue words. Behavior Research Methods, 51(3), 987-1006. https://doi.org/10.3758/s13428-018-1115-7
DeFranco, J. F., & Laplante, P. A. (2017). A content analysis process for qualitative software engineering research. Innovations in Systems and Software Engineering, 13(2-3), 129– 141. https://doi.org/10.1007/s11334-017-0287-0
de Andrade, J. C., de Aguiar Sobral, L., Ares, G., & Deliza, R. (2016). Understanding consumers' perception of lamb meat using free word association. Meat Science, 117, 68– 74. https://doi.org/10.1016/j.meatsci.2016.02.039
De Coninck, K., Keppens, K., Valcke, M., Dehaene, H., De Neve, J., & Vanderlinde, R. (2021). Exploring the effectiveness of clinical simulations to develop student teachers’ parentteacher communication competence. Research Papers in Education, 1-33. https://doi.org/10.1080/02671522.2021.1961291
Drake, K. (2017). Competing purposes of education: The case of underschooled immigrant students. Journal of Educational Change, 18(3), 337–363. https://doi.org/10.1007/s10833-017-9302-3 Draper, A., & Swift, J. A. (2010). Qualitative research in nutrition and dietetics: data collection issues. Journal of Human Nutrition and Dietetics, 24(1), 3–12. https://doi.org/10.1111/j.1365-277x.2010.01117.x
Duan, N., Bhaumik, D. K., Palinkas, L. A., & Hoagwood, K. (2015). Optimal design and purposeful sampling: Complementary methodologies for implementation research. Administration and Policy in Mental Health and Mental Health Services Research, 42(5), 524-532. https://doi.org/10.1007/s10488-014-0596-7
Eberbach, C., & Crowley, K. (2017). From seeing to observing: How parents and children learn to see science in a botanical garden. The Journal of the Learning Sciences, 26(4), 608- 642. https://doi.org/10.1080/10508406.2017.1308867
Elo, S., & Kyngäs, H. (2008). The qualitative content analysis process. Journal of Advanced Nursing, 62(1), 107–115. https://doi.org/10.1111/j.1365-2648.2007.04569.x
ACEVEDO, A. (2018). A personalistic appraisal of Maslow’s needs theory of motivation: From "humanistic" psychology to integral humanism. Journal of Business Ethics, 148(4), 741-763. https://doi.org/10.1007/s10551-015-2970-0
Adler Berg, F. S. (2022). Podcasting about yourself and challenging norms: An investigation of independent women podcasters in Denmark. Nordicom Review, 43(1), 94-110. https://doi.org/10.2478/nor-2022-0006
Ahn, I., Chiu, M. M., & Patrick, H. (2021). Connecting teacher and student motivation: Studentperceived teacher need-supportive practices and student need satisfaction. Contemporary Educational Psychology, 64, 101950. https://doi.org/10.1016/j.cedpsych.2021.101950
Al-Hail, M. A., Al-Fagih, L., & Koç, M. (2021). Partnering for sustainability: Parent-teacherschool (PTS) interactions in the Qatar education system. Sustainability (Basel, Switzerland), 13(12), 6639. https://doi.org/10.3390/su13126639
Ang, K., Panebianco, C., & Odendaal, A. (2019). Parent–teacher partnerships in Group Music Lessons: A collective case study. British Journal of Music Education, 37(2), 169–179.https://doi.org/10.1017/s026505171900024x
Aouad, J., & Bento, F. (2020). A complexity perspective on Parent–Teacher collaboration in special education: Narratives from the field in Lebanon. Journal of Open Innovation, 6(1), 4. https://doi.org/10.3390/joitmc6010004
Ares, G., Giménez, A., & Gámbaro, A. (2008). Understanding consumers’ perception of conventional and functional yogurts using word association and hard laddering. Food Quality and Preference, 19(7), 636–643. https://doi.org/10.1016/j.foodqual.2008.05.005
Augustine, E. M., Kreling, B. A., & Chamberlain, J. M. (2016). Caretakersʼ Perspectives on Return Pediatric Emergency Department visits. Pediatric Emergency Care, 32(9), 594– 598. https://doi.org/10.1097/pec.0000000000000781
Azad, G. F., Marcus, S. C., & Mandell, D. S. (2021). Partners in school: Optimizing communication between parents and teachers of children with autism spectrum disorder. Journal of Educational and Psychological Consultation, 31(4), 438-462. https://doi.org/10.1080/10474412.2020.1830100
Bailey, J. (2008). First steps in qualitative data analysis: Transcribing. Family Practice, 25(2), 127–131. https://doi.org/10.1093/fampra/cmn003 Bang, Y. (2018). Parents’ perspectives on how their behaviors impede parent-teacher collaboration. Social Behavior and Personality, 46(11), 1787-1799. http://dx.doi.org/10.2224/sbp.7270 Basit, T. (2003). Manual or electronic? the role of coding in qualitative data analysis. Educational Research, 45(2), 143–154. https://doi.org/10.1080/0013188032000133548
Bergström, M., Sarkadi, A., Hjern, A., & Fransson, E. (2019). "we also communicate through a book in the diaper bag"-separated parents´ ways to coparent and promote adaptation of their 1-4 year olds in equal joint physical custody. PloS One, 14(4), e0214913-e0214913. https://doi.org/10.1371/journal.pone.0214913
Bettis, J., Kakkar, S., & Chan, C. D. (2020). Taking access to the community: An ecological systems framework for In‐Home counseling with older adults. Adultspan Journal, 19(1), 54-64. https://doi.org/10.1002/adsp.12087
Bilton, R., Jackson, A., & Hymer, B. (2018). Cooperation, conflict and control: Parent-teacher relationships in an English secondary school. Educational Review (Birmingham), 70(4), 510-526. https://doi.org/10.1080/00131911.2017.1410107
Binswanger, J., Kohl, C., Behling, F., Noell, S., Hirsch, S., Hickmann, A. K., Tatagiba, M. S., Tabatabai, G., Hippler, M., & Renovanz, M. (2021). Neuro‐oncological patients' and caregivers' psychosocial burden during the Covid‐19 pandemic—a prospective study with qualitative content analysis. Psycho-Oncology, 30(9), 1502–1513. https://doi.org/10.1002/pon.5713
Black, B. S., Taylor, H., Rabins, P. V., & Karlawish, J. (2014). Researchers’ perspectives on the role of study partners in Dementia Research. International Psychogeriatrics, 26(10), 1649–1657. https://doi.org/10.1017/s1041610214001203
Castro, M., Expósito-Casas, E., López-Martín, E., Lizasoain, L., Navarro-Asencio, E., & Gaviria, J. L. (2015). Parental involvement on student academic achievement: A metaanalysis. Educational Research Review, 14, 33–46. http://dx.doi.org/10.1016/j. edurev.2015.01.002
Chen, A., & Hancock, G. R. (2006). Conceptualizing a theoretical model for school-centered adolescent physical activity intervention research. Quest (National Association for Kinesiology in Higher Education), 58(3), 355-376. https://doi.org/10.1080/00336297.2006.10491887
Chen, K., & Lin, Y. (2022). Feasibility of preschool's parent-teacher communication using a mobile app: An action research in a remote fishing village. Interactive Learning Environments, ahead-of-print(ahead-of-print), 1-17. https://doi.org/10.1080/10494820.2021.1977963
Cheng, S., Keyes, K. M., Bitfoi, A., Carta, M. G., Koç, C., Goelitz, D., Otten, R., Lesinskiene, S., Mihova, Z., Pez, O., & Kovess-Masfety, V. (2017). Understanding parent-teacher agreement of the Strengths and Difficulties Questionnaire (SDQ): Comparison across seven European countries. International Journal of Methods in Psychiatric Research, 27(1). https://doi.org/10.1002/mpr.1589
Christenberry, T. (2017). Standalone interviews do not equal qualitative research. Nurse Author & Editor, 27(4), 1–9. https://doi.org/10.1111/j.1750-4910.2017.tb00255.x Chu, H., & Ke, Q. (2017). Research methods: What’s in the name?. Library & Information Science Research, 39(4), 284-294. https://doi.org/10.1016/j.lisr.2017.11.001
Chu, S. (2014). Perspectives of teachers and parents of Chinese American students with disabilities about their home-school communication. Preventing School Failure, 58(4), 237-248. https://doi.org/10.1080/1045988X.2013.809685 Communicating with students and parents (secondary grading and reporting). xxxxxxx County Public Schools. (2023). Removed URL for privacy reasons.
Connelly, L. M. (2016). Trustworthiness in qualitative research. Medsurg Nursing, 25(6), 435- 436. http://ezproxy.liberty.edu/login?qurl=https%3A%2F%2Fwww.proquest.com%2Fscholarl y-journals%2Ftrustworthiness-qualitative-research%2Fdocview%2F1849700459%2Fse2%3Faccountid%3D12085
Conus, X., & Fahrni, L. (2019). Routine communication between teachers and parents from minority groups: An endless misunderstanding? Educational Review (Birmingham), 71(2), 234-256. https://doi.org/10.1080/00131911.2017.1387098
Cook, K. D., Dearing, E., & Zachrisson, H. D. (2018). Is Parent–Teacher cooperation in the first year of school associated with Children’s academic skills and behavioral functioning? International Journal of Early Childhood, 50(2), 211-226. https://doi.org/10.1007/s13158-018-0222-z
Cope, D. G. (2013). Methods and meanings: Credibility and trustworthiness of Qualitative Research. Oncology Nursing Forum, 41(1), 89–91. https://doi.org/10.1188/14.onf.89-91
Crandall, A., Powell, E. A., Bradford, G. C., Magnusson, B. M., Hanson, C. L., Barnes, M. D., Novilla, M. L. B., & Bean, R. A. (2020). Maslow’s hierarchy of needs as a framework for understanding adolescent depressive symptoms over time. Journal of Child and Family Studies, 29(2), 273-281. https://doi.org/10.1007/s10826-019-01577-4
Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches. Sage.
Davidson, C. (2010). Transcription matters. Journal of Early Childhood Research, 8(2), 115– 131. https://doi.org/10.1177/1476718x09345516
De Deyne, S., Navarro, D. J., Perfors, A., Brysbaert, M., & Storms, G. (2019). The “Small world of words” English word association norms for over 12,000 cue words. Behavior Research Methods, 51(3), 987-1006. https://doi.org/10.3758/s13428-018-1115-7
DeFranco, J. F., & Laplante, P. A. (2017). A content analysis process for qualitative software engineering research. Innovations in Systems and Software Engineering, 13(2-3), 129– 141. https://doi.org/10.1007/s11334-017-0287-0
de Andrade, J. C., de Aguiar Sobral, L., Ares, G., & Deliza, R. (2016). Understanding consumers' perception of lamb meat using free word association. Meat Science, 117, 68– 74. https://doi.org/10.1016/j.meatsci.2016.02.039
De Coninck, K., Keppens, K., Valcke, M., Dehaene, H., De Neve, J., & Vanderlinde, R. (2021). Exploring the effectiveness of clinical simulations to develop student teachers’ parentteacher communication competence. Research Papers in Education, 1-33. https://doi.org/10.1080/02671522.2021.1961291
Drake, K. (2017). Competing purposes of education: The case of underschooled immigrant students. Journal of Educational Change, 18(3), 337–363. https://doi.org/10.1007/s10833-017-9302-3 Draper, A., & Swift, J. A. (2010). Qualitative research in nutrition and dietetics: data collection issues. Journal of Human Nutrition and Dietetics, 24(1), 3–12. https://doi.org/10.1111/j.1365-277x.2010.01117.x
Duan, N., Bhaumik, D. K., Palinkas, L. A., & Hoagwood, K. (2015). Optimal design and purposeful sampling: Complementary methodologies for implementation research. Administration and Policy in Mental Health and Mental Health Services Research, 42(5), 524-532. https://doi.org/10.1007/s10488-014-0596-7
Eberbach, C., & Crowley, K. (2017). From seeing to observing: How parents and children learn to see science in a botanical garden. The Journal of the Learning Sciences, 26(4), 608- 642. https://doi.org/10.1080/10508406.2017.1308867
Elo, S., & Kyngäs, H. (2008). The qualitative content analysis process. Journal of Advanced Nursing, 62(1), 107–115. https://doi.org/10.1111/j.1365-2648.2007.04569.x