Studi Kuantitatif tentang Peran Guru dan Budaya Sekolah dalam Pembelajaran Matematika SMP

Nani Herniwati; Munthoha Nasuha; Tity Kusrina

doi:10.29407/jsp.v9i1.1355

Authors

Nani Herniwati Universitas Pancasakti Tegal
Munthoha Nasuha Universitas Pancasakti Tegal
Tity Kusrina Universitas Pancasakti Tegal

DOI:

https://doi.org/10.29407/jsp.v9i1.1355

Keywords:

Educator Involvement, Educational Climate, Student Achievement in Mathematics.

Abstract

This study examines how teacher engagement and school culture contribute to the effectiveness of mathematics learning at the junior high school level. Using a quantitative survey research method, the study involved 260 students proportionally selected from a total population of 797 students at four public junior high schools in Bantarbolang District, Pemalang Regency. Data were collected through a structured questionnaire and analyzed using statistical techniques, including descriptive analysis and linear regression. The results indicate that teacher engagement and the character of the school culture have a rapid impact on student learning achievement in mathematics. Teachers' abilities to manage the classroom, deliver material clearly, and provide emotional support are important factors in improving student learning outcomes. Furthermore, a positive school culture, which emphasizes cooperation, discipline, and academic values, has been shown to foster enthusiasm and faster student learning outcomes in mathematics. These findings emphasize the important role of the educational environment and teacher presence in promoting successful mathematics learning at the junior high school level.

Downloads

Download data is not yet available.

References

Andika Saputra, A., Umar, A., Hannum, I., Hasibuan, A. Z., Nasution, I. E., Safrida, S., & Wahyuni, N. S. (2023). Pengaruh komunikasi interpersonal, budaya sekolah, dan peran kepemimpinan kepala sekolah terhadap kinerja guru di sekolah menengah kejuruan negeri. Journal of Trends Economics and Accounting Research, 3(3), 148–159. https://doi.org/10.47065/jtear.v3i3.545.

Bustomi, B., Sukardi, I., & Astuti, M. (2024). Pemikiran konstruktivisme dalam teori pendidikan kognitif Jean Piaget dan Lev Vygotsky. Jurnal Review Pendidikan dan Pengajaran, 7, 16376–16383. https://doi.org/10.31004/jrpp.v7i4.37551.

Choeriyah, S., Sapti, M., & Pangestika, R. R. (2023). Hubungan antara keterlibatan orang tua dengan hasil belajar matematika siswa. JLEB: Journal of Law, Education and Business, 1(2), 883–887. https://doi.org/10.57235/jleb.v1i2.1139.

Fandholi, F., Egar, N., & Nurkolis, N. (2023). Pengaruh motivasi kerja guru dan budaya sekolah terhadap mutu sekolah pada SMP negeri di wilayah Sukorejo Kabupaten Kendal. Jurnal Inovasi Pembelajaran di Sekolah, 4(2), 353–362. https://doi.org/10.51874/jips.v4i2.122.

Hakim, A. R., Prasasti, I. H., et al. (2026). Guru sebagai fasilitator, siswa sebagai arsitek: Wujudkan pendidikan konstruktif melalui paradigma, teori, dan asesmen autentik. Jurnal Impresi Indonesia, 5(3), 1398–1410. https://doi.org/10.58344/jii.v5i3.7602.

Hidayatullah, A., Sekarningrum, A., Lestari, S., & Putra, D. A. (2025). Peningkatan keterlibatan siswa melalui penguatan self-efficacy dan nilai kegunaan matematika di sekolah dasar. Jurnal Amal Ilmiah, 6(2), 412–421. https://doi.org/10.36709/amalilmiah.v6i2.381.

Kim, L. E., & Asbury, K. (2020). “Like a rug had been pulled from under you”: The impact of COVID-19 on teachers in England during the first six weeks of the UK lockdown. British Journal of Educational Psychology, 90(4), 1062–1083. https://doi.org/10.1111/bjep.12381.

Lingga, M. S., Syahputra, E., & Mulyono, M. (2023). Kontribusi kemampuan berpikir kritis, komunikasi matematika, narasi matematika, dan spasial terhadap indeks prestasi kumulatif mahasiswa. Jurnal Cendekia: Jurnal Pendidikan Matematika, 7(2), 1659–1674. https://doi.org/10.31004/cendekia.v7i2.2420.

Oktavia, R. K., & Hidayati, F. H. (2022). Dampak persepsi siswa terhadap pelajaran matematika pada jenjang SMA. Cendekia, 16(2), 27–37. https://doi.org/10.30957/cendekia.v16i2.666.

Rambe, I. W. (2022). Studi kasus tingkat persepsi siswa SMP terhadap pembelajaran matematika berbasis metode brainstorming di sekolah. Mathumbedu, 9(3), 108–114. https://doi.org/10.36085/mathumbedu.v9i3.3454.

Rofiqoh, Y., & Fikri, M. K. (2025). Peran guru sebagai model, inspirasi, dan motivator ramah budaya untuk membimbing siswa di sekolah dasar. Jurnal Pendidikan Dasar, 4(1). https://doi.org/10.70294/juperan.v4i01.724.

Rosita. R., Safitri, R. D., Suwarma, D. M., & Muyassaroh, I. (2024). Pendekatan konstruktivisme terhadap peningkatan hasil belajar siswa SD. Jurnal Review Pendidikan Dasar, 10(3). https://doi.org/10.26740/jrpd.v10n3.p238-247.

Setiawi, A. P., Edwin, E., & Mau, S. D. I. (2025). Hubungan filsafat, kebudayaan, dan pendidikan matematika untuk sekolah dasar di Sumba Barat Daya, NTT. Jurnal Education, 13(1), 311–318. https://doi.org/10.37081/ed.v13i1.6605.

Sulistyani, N., Melissa, M. M., & Limiansih, K. (2024). Pemahaman guru matematika SMP terhadap konteks dan konten soal serta aktivitas yang mendukung literasi matematika. Jurnal Pendidikan Matematika, 10(1), 25–36. http://dx.doi.org/10.30998/jkpm.v10i1.24991.

Syahri, A. A. (2015). Pengaruh persepsi siswa tentang matematika dan kompetensi guru terhadap hasil belajar matematika. Jurnal Sigma, 7, 108–120. https://doi.org/10.26618/sigma.v7i2.7214.

Tambunan, H. (2020). Kinerja guru matematika SMP dalam membangun minat dan motivasi belajar siswa. Jurnal Riset Pendidikan Matematika, 7(1), 108–117. https://doi.org/10.21831/jrpm.v7i1.19384.

Tamrin, M., Sirate, S. F. S., & Yusuf, M. (2011). Teori belajar konstruktivisme Vygotsky dalam pembelajaran matematika. Jurnal Pendidikan, 3, 40–47. https://doi.org/10.26618/sigma.v3i1.7203.

Waruwu, P. I. M., & Helsa, Y. (2025). Implementasi pembelajaran aktif untuk meningkatkan keterlibatan siswa di sekolah dasar. Jurnal Pendidikan Dasar, 3. https://doi.org/10.61132/arjuna.v3i3.1942.