Optimalisasi Peran Dan Fungsi Wali Kelas Dalam Manajemen Peserta Didik Di Sekola
Abstract
Abstract: The frequency of interaction between homeroom teachers and students and parents/guardians as
well as the level of homeroom involvement in overcoming student problems and providing
appropriate solutions are important factors in student management in schools. The resul ts of the
literature review show that frequent and positive interactions between homeroom teachers and
students and parents/guardians can increase learning motivation, parental participation in
education, and reduce deviant behavior. However, overly frequent and excessive interactions can
have the opposite effect, such as reducing students' confidence and increasing anxiety. Homeroom
teachers also have an important role in overcoming student problems and providing appropriate
solutions to address various student problems. However, the level of homeroom involvement can
vary depending on factors such as experience, motivation, and ability. Therefore, support and
training are needed for homeroom teachers to improve their skills and involvement in helping
students overcome problems and achieve better results. It is important to find the right balance in
the frequency of interactions and ensure that those interactions are of good quality and positive to
support the achievement of student learning goals.
Keywords: frequency of homeroom interaction; quality of homeroom interaction; homeroom
engagement level
Abstrak: Frekuensi interaksi antara wali kelas dengan siswa dan orang tua/wali murid serta tingkat keterlibatan wali kelas dalam mengatasi permasalahan siswa dan memberikan solusi yang tepat merupakan faktor penting dalam manajemen peserta didik di sekolah. Hasil literature review menunjukkan bahwa interaksi yang sering dan positif antara wali kelas dengan siswa dan orang tua/wali murid dapat meningkatkan motivasi belajar, partisipasi orang tua dalam pendidikan, dan mengurangi perilaku menyimpang. Namun, interaksi yang terlalu sering dan berlebihan dapat memiliki efek yang berlawanan, seperti mengurangi kepercayaan diri siswa dan meningkatkan kecemasan. Wali kelas juga memiliki peran penting dalam mengatasi masalah siswa dan memberikan solusi yang tepat untuk mengatasi berbagai masalah siswa. Namun, tingkat keterlibatan wali kelas dapat bervariasi tergantung pada faktor-faktor seperti pengalaman, motivasi, dan kemampuan. Oleh karena itu, dukungan dan pelatihan diperlukan bagi wali kelas untuk meningkatkan keterampilan dan keterlibatan mereka dalam membantu siswa mengatasi masalah dan mencapai hasil yang lebih baik. Penting untuk menemukan keseimbangan yang tepat dalam frekuensi interaksi dan memastikan bahwa interaksi tersebut berkualitas baik dan positif untuk mendukung pencapaian tujuan belajar siswa.
Kata kunci: frekuensi interaksi wali kelas; kualitas interaksi wali kelas; tingkat keterlibatan wali kelas
Full Text:
PDFReferences
Adeyemo, D. A., & Adeyemo, S. A. (2017). Teachers' Interpersonal Skills and Classroom Management: A Review
of Literature. Journal of Education and Practice, 8(3), 109-116.
Ainley, J., & Ainley, M. (2011). Student engagement with science in early adolescence: The contribution of
enjoyment to students' continuing interest in learning about science. Contemporary Educational
Psychology, 36(1), 4-12. doi: 10.1016/j.cedpsych.2010.07.002
Arifin, M. (2017). Komunikasi Wali Kelas dan Orang Tua Siswa dalam Meningkatkan Hasil Belajar Siswa di SMA
Negeri 2 Pariaman. Jurnal Komunikasi KAREBA: Kajian Riset Bisnis dan Manajemen, 5(1), 1-10.
Arikunto, S. (2013). Dasar-dasar Evaluasi Pendidikan. Jakarta: Bumi Aksara.
Azadnia, A. H., & Rahimi, M. (2014). The relationship between teachers' participation in extracurricular
activities and students' academic achievement. European Online Journal of Natural and Social Sciences,
(3s), pp. 1239-1247.
Bakar, N. A., & Asri, M. R. (2019). The Role of Class Teacher in Handling Students' Misbehavior in Class.
International Journal of Humanities, Literature & Arts, 2(6), 47-51.
Barton, K. (2015). Teachers' participation in school-based extracurricular activities and student achievement:
An examination of participation patterns in National Education Longitudinal Study. Journal of
Educational Research and Practice, 5(1), pp. 1-18.
Baumeister, R. F., & Leary, M. R. (1995). The need to belong: Desire for interpersonal attachments as a
fundamental human motivation. Psychological Bulletin, 117(3), 497-529.
https://doi.org/10.1037/0033-2909.117.3.497
Baumeister, R. F., & Leary, M. R. (1997). Writing narrative literature reviews. Review of General Psychology,
(3), 311-320. https://doi.org/10.1037/1089-2680.1.3.311
Bicakci, M. Y., & Tuncer, M. (2015). Teachers' Knowledge and Experience in Classroom Management: A
Literature Review. Journal of Educational Sciences Research, 5(1), 1-7.
Black, P., & Wiliam, D. (2018). Classroom assessment and pedagogy. Assessment in Education:
Principles, Policy & Practice, 25(6), 551-575.
https://doi.org/10.1080/0969594X.2018.1465336
Brookhart, S. M. (2013). How to assess higher-order thinking skills in your classroom. ASCD.
https://www.ascd.org/el/articles/how-to-assess-higher-order-thinking-skills-in-your- classroom
Cano-García, F. J., Padilla-Muñoz, E. M., & Carrasco-Ortiz, M. Á. (2013). The role of the teacher as a problem
solver: A review. Electronic Journal of Research in Educational Psychology, 11(1), 191-214.
Chen, W., Sun, G., Liu, Z., & Zhang, D. (2020). The impact of teacher-student interaction on academic
achievement: Evidence from middle schools in China. Frontiers in Psychology, 11, 1-11.
https://doi.org/10.3389/fpsyg.2020.01028
Cheng, R. W. Y., & Ng, Y. K. (2012). The effectiveness of school-based management in the implementation of
school-based assessment: A Hong Kong case. International Journal of Educational Management, 26(6),
-581.
Darling-Hammond, L. (2000). Teacher quality and student achievement: A review of state policy evidence.
Education Policy Analysis Archives, 8(1), 1-44.
Demir, G. (2016). The relationship between teachers' knowledge of psychology and their classroom
management skills. European Journal of Educational Research, 5(3), 127-135.
Drago-Severson, E., & Blum-DeStefano, J. (2010). Helping educators grow: Practices and strategies for
leadership development. Harvard Educational Review, 80(4), 437-462.
Eccles, J. S., & Barber, B. L. (1999). Student council, volunteering, basketball, or marching band: What kind of
extracurricular involvement matters? Journal of Adolescent Research, 14(1), 10-43.
Emmer, E. T., & Stough, L. M. (2001). Classroom management: A critical part of educational psychology, with
implications for teacher education. Educational Psychologist, 36(2), 103- 112.
Epstein, J. L., & Sanders, M. G. (2006). Prospects for change: Preparing educators for school, family, and
community partnerships. Peabody Journal of Education, 81(2), 81-120.
Epstein, J. L., & Sheldon, S. B. (2002). Present and accounted for: Improving student attendance through family
and community involvement. Journal of Educational Research, 95(5), 308-318.
Eren, E., & Ciftci, H. (2014). Classroom management problems and coping strategies of Turkish novice teachers.
Australian Journal of Teacher Education, 39(10), 23-38.
Fan, W., Williams, C. M., & Corkin, D. M. (2011). Factors influencing parental involvement in education. Journal
of Educational Research, 104(4), 241-252. https://doi.org/10.1080/00220671003710161
Fink, A. (2014). Conducting research literature reviews: From the internet to paper. Sage publications.
Fredricks, J. A., & Eccles, J. S. (2006). Is extracurricular participation associated with beneficial outcomes?
Concurrent and longitudinal relations. Developmental Psychology, 42(4), 698-713.
Gentry, M., & Owen, S. V. (2004). The effects of frequent positive teacher feedback on student behavior.
Psychology in the Schools, 41(3), 297-308. doi: 10.1002/pits.10152
Ghufron, A., & Hidayat, A. (2019). The Role of Class Teacher in Improving Students' Behavior in Learning. Jurnal
Pendidikan: Teori, Penelitian, Dan Pengembangan, 4(9), 1218-1223.
Goeze, A., & Ziehm, J. (2016). Teacher-parent communication in secondary education: The role of school-,
teacher-, and parent-related determinants. Teaching and Teacher Education, 60, 105-114.
Gurr, D., & Drysdale, L. (2014). Teacher quality and middle leadership in Australian schools.
Journal of Educational Administration, 52(2), 123-141.
Guskey, T. R. (2014). The teacher as assessor. Educational leadership, 72(4), 36-42.
https://www.ascd.org/el/articles/the-teacher-as-assessor
Hadisaputro, S. (2017). Pengaruh Pemberian Penghargaan Terhadap Motivasi Belajar Siswa. Jurnal
Pendidikan Ekonomi dan Bisnis, 5(1), 10-19.
Haerazi, H. (2019). The Role of Class Teacher in Managing Students' Behaviour in the Classroom. Journal of
Education and Practice, 10(14), 1-7.
Handayani, A. (2019). Efektivitas peran wali kelas dalam manajemen peserta didik di SMP Negeri 1 Malang.
Jurnal Administrasi Pendidikan, 3(1), 15-25.
Hanifah, R., & Diniyah, N. (2020). Peran Wali Kelas dalam Menangani Masalah Sosial dan Emosional Siswa di
Sekolah. Jurnal Konseling dan Pendidikan, 8(3), 186-194.
Harahap, H., & Marjohan, M. (2018). The Role of Class Teachers in Managing Students' Behaviour Problems in
Schools. Journal of Educational and Social Research, 8(4), 45-52.
Haryanto, E., & Budiono, A. (2017). Kendala dan solusi dalam tugas-tugas wali kelas di SMA Negeri 1 Surakarta.
Jurnal Pendidikan Sains dan Teknologi, 1(1), 1-10.
Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.
Hidayatullah, A. S. (2019). Pentingnya Pemberian Sanksi dalam Pembelajaran. Jurnal Ilmiah Pendidikan Guru
Sekolah Dasar, 3(1), 25-33.
Hill, N. E., & Tyson, D. F. (2009). Parental involvement in middle school: A meta-analytic assessment of the
strategies that promote achievement. Developmental Psychology, 45(3), 740- 763.
https://doi.org/10.1037/a0015362
Hoover-Dempsey, K. V., & Sandler, H. M. (1997). Why do parents become involved in their children's education?
Review of Educational Research, 67(1), 3-42. doi: 10.3102/00346543067001003
Hosenfeld, C. (2018). The importance of teacher motivation and support in student success. The Journal of
Effective Teaching, 18(1), 1-13.
Huang, F., Li, X., Li, Y., & Huang, W. (2020). The influence of teacher-student interaction on student learning
outcomes: A meta-analysis. Educational Psychology Review, 32(3), 751-776.
https://doi.org/10.1007/s10648-019-09516-3
Hughes, J. N., Gleason, K. A., & Zhang, D. (2005). Relationship influences on teachers' participation in two
prevention programs for students with behavior problems. Journal of Educational Psychology, 97(2),
pp. 230-243.
Hui, E. K. P., & Tsang, S. K. M. (2010). School social work in Hong Kong: Current status and future direction.
International Social Work, 53(6), 791-804.
Huisman, S., Otter, M. E., & Aelterman, A. (2018). The relationship between teacher-student interactions and
student outcomes: A literature review. Teaching and Teacher Education, 77, 186-203.
Jansen, M., van der Voort, T., & Kuipers, J. (2020). Teacher-student relationships and their role in students'
behavior: A meta-analytic review. Educational Psychology Review, 32(3), 693- 725.
Jeynes, W. H. (2005). A meta-analysis of the relation of parental involvement to urban elementary school student
academic achievement. Urban Education, 40(3), 237-269.
Johnson, B. R. (2012). Classroom teacher as problem solver. Journal of Educational and Social Research, 2(3), 5965.
Kementerian Pendidikan dan Kebudayaan. (2019). Panduan peningkatan manajemen peserta didik di sekolah.
Jakarta: Direktorat Jenderal Pendidikan Dasar dan Menengah.
Kocakaya, S. (2017). The role of the class teacher in primary school. Universal Journal of Educational Research,
(8), 1301-1310.
Kounin, J. S. (1970). Discipline and group management in classrooms. Holt, Rinehart and Winston.
Krippendorff, K. (2012). Content analysis: An introduction to its methodology. Sage publications.
Kurniawan, Y., & Kurniawan, H. (2019). The roles of homeroom teachers in supporting students’ academic
achievement. Journal of Physics: Conference Series, 1317(1), 012065.
Kurt, Ş. (2018). Classroom Management and the Role of the Teacher. International Journal of Higher Education,
(2), 74-83.
Kuswanto, H. (2018). Peran wali kelas dalam meningkatkan kedisiplinan siswa di SMK. Jurnal Pendidikan Vokasi,
(1), 21-30.
Lestari, S., & Kuswanto, H. (2019). Efektivitas peran wali kelas dalam meningkatkan kualitas pembelajaran di
SMK Negeri 1 Yogyakarta. Jurnal Pendidikan Vokasi, 9(1), 45-54.
Mahoney, J. L., & Stattin, H. (2000). Leisure activities and adolescent antisocial behavior: The role of structure
and social context. Journal of Adolescence, 23(2), 113-127.
Mardia, A., & Saefudin, A. (2021). The role of homeroom teachers in guiding students with learning difficulties
in the era of the industrial revolution 4.0. Journal of Educational Sciences, 5(1), 1-10.
Marsh, H. W., & Kleitman, S. (2003). School athletic participation: Mostly gain with little pain.
Journal of Sport and Exercise Psychology, 25(2), 205-228.
Marwoto, P., & Santoso, H. B. (2017). The Role of Class Teachers in Managing Student Behavior in the
Classroom. Indonesian Journal of Educational Counseling, 1(1), 1-6.
Maryati, E. (2017). Peran wali kelas dalam pengelolaan kelas pada sekolah menengah atas.
Jurnal Pendidikan Kewarganegaraan, 4(2), 145-154.
Muhtadi, A. R., & Siregar, S. (2017). The effect of extracurricular activities on the academic achievement of
students. Journal of Education and Practice, 8(13), pp. 144-148.
Murniati, A., & Irawan, D. (2020). Optimalisasi peran wali kelas dalam meningkatkan kualitas peserta didik di
SMA Negeri 1 Surabaya. Jurnal Administrasi Pendidikan, 4(1), 25-34.
Mustofa, I. (2017). Efektivitas Pelaksanaan Tugas dan Fungsi Wali Kelas di SMA Negeri 1 Kutoarjo. Jurnal
Administrasi Pendidikan Indonesia, 6(2), 83-90.
Nafi'ah, N., & Wibowo, A. (2019). Hubungan manajemen peserta didik dengan hasil belajar siswa di SMP
Muhammadiyah 2 Yogyakarta. Jurnal Pendidikan Sains dan Matematika, 7(1), 21-31.
Nelson, B., & Lustig, M. W. (2012). School-based extracurricular activity participation and adolescent academic
and behavioral outcomes: A meta-analysis. Journal of Leisure Research, 44(4), pp. 535-558.
Odom, S. L., Collet-Klingenberg, L., Rogers, J. D., & Hatton, H. (2010). Evidence-based practices in interventions
for children and youth with autism spectrum disorders. Preventing School Failure: Alternative
Education for Children and Youth, 54(4), 275-282.
Oktaviani, D., & Silviana, Y. (2019). The Role of Class Teacher in Improving Students' Behavior in Learning.
Journal of Educational Sciences, 3(2), 84-92.
Pajares, F. (2003). Self-efficacy beliefs, motivation, and achievement in writing: A review of the literature.
Reading & Writing Quarterly, 19(2), 139-158.
Polit, D. F., & Beck, C. T. (2006). The content validity index: Are you sure you know what's being reported?
Critique and recommendations. Research in nursing & health, 29(5), 489-497.
https://doi.org/10.1002/nur.20147
Popham, W. J. (2014). Classroom assessment: What teachers need to know (7th ed.). Pearson.
Powell, D. R. (2011). Teacher-student relationships: The key to effective classroom management. Theory into
Practice, 50(1), 9-16.
Pramudya, W., & Supriyanto, A. (2019). Analisis efektivitas peran wali kelas dalam manajemen peserta didik
di SMA Negeri 1 Yogyakarta. Jurnal Administrasi Pendidikan, 3(2), 15-26.
Prasetyo, B. (2016). Kendala dan solusi peran wali kelas dalam manajemen peserta didik di SMK
Muhammadiyah 1 Yogyakarta. Jurnal Pendidikan Teknologi dan Kejuruan, 22(2), 101- 109.
Prastowo, A. (2015). Panduan Kreatif Membuat Bahan Ajar Inovatif. Yogyakarta: Diva Press.
Reinke, W. M., Herman, K. C., & Stormont, M. (2013). Classroom-level positive behavior supports in schools
implementing SWPBIS: Identifying areas for further development. Journal of Positive Behavior
Interventions, 15(1), 39-50.
Rohmawati, A., & Mulyono, A. (2017). Pengaruh optimalisasi peran wali kelas terhadap kualitas pembelajaran
dan kedisiplinan siswa di SMP Negeri 1 Surakarta. Jurnal Pendidikan Sains dan Teknologi, 1(2), 45-54.
Santoso, A., & Sunaryo, S. (2018). Peningkatan kualitas manajemen peserta didik melalui optimalisasi peran
dan fungsi wali kelas di SDN Kedungkandang 2 Malang. Jurnal Pendidikan Dasar dan Menengah, 4(2), 7888.
Sari, E. P., & Sari, S. R. (2020). Analisis peran wali kelas dalam manajemen peserta didik di SMK Negeri 1
Bandung. Jurnal Administrasi Pendidikan, 2(1), 21-30.
Sari, M. (2018). Penerapan Pemberian Penghargaan dan Sanksi dalam Meningkatkan Disiplin Belajar Siswa.
Jurnal Pendidikan Akuntansi dan Keuangan, 6(2), 102-108.
Seale, C. (1999). Quality in qualitative research. Qualitative Inquiry, 5(4), 465-478.
https://doi.org/10.1177/107780049900500402
Sholikin, M. A., & Nur, M. (2019). The Role of Class Teachers in Solving Students' Behaviour Problems in the
Classroom. Journal of Educational and Social Sciences, 10(3), 103-110.
Slemp, G. R., & Davis, D. (2018). The impact of teacher-student relationships on social- emotional learning: A
review of the literature. Journal of Educational and Developmental Psychology, 8(2), 120-131.
Smith, K. J., & Smith, L. F. (2015). Teacher leadership: Ideology and practice in Australian schools. School
Leadership & Management, 35(2), 155-174.
Sofendi, D. (2019). Keterlibatan Wali Kelas dalam Peningkatan Motivasi Belajar Siswa Kelas XII IPS 3 SMAN 3
Singaraja. E-Jurnal Pendidikan Khusus, 7(1), 67-74.
Soodmand Afshar, H., & Arshadi, N. (2019). The effect of teachers' classroom management skills on students'
academic achievement. Journal of Education and Learning, 8(2), 187-197.
Sprick, R. S., & Howard, L. M. (2017). CHAMPS: A proactive and positive approach to classroom management.
Pacific Northwest Publishing.
Stiggins, R. J. (2014). Assessment through the student's eyes. Educational leadership, 72(4), 22-27.
https://www.ascd.org/el/articles/assessment-through-the-student's-eyes
Sugiman, S., & Winataputra, U. S. (2018). Teachers’ classroom management: Strategies and factors affecting
its implementation. Journal of Education and Practice, 9(11), 80-85.
Sugiyono. (2019). Metode Penelitian Kuantitatif, Kualitatif, dan R&D. Bandung: Alfabeta. Suharsimi Arikunto.
(2013). Dasar-dasar Evaluasi Pendidikan. Jakarta: Bumi Aksara.
Sulistiani, D. (2016). Implementasi manajemen peserta didik dalam meningkatkan kualitas pembelajaran.
Jurnal Pendidikan Ekonomi dan Bisnis, 4(2), 159-170.
Supriyadi, E. (2019). Implementasi manajemen peserta didik berbasis karakter pada sekolah dasar. Jurnal
Administrasi Pendidikan, 2(1), 38-47.
Suryani, R. (2018). Peran Wali Kelas dalam Meningkatkan Partisipasi Siswa dalam Kegiatan Ekstrakurikuler di
SMA Negeri 2 Tanjungbalai. Jurnal Ilmiah Mahasiswa Pendidikan Biologi, 3(2), 122-129.
Susilowati, E. (2017). Fungsi Wali Kelas dalam Meningkatkan Hubungan Interpersonal Antara Siswa dan Guru di
SMPN 5 Yogyakarta. Jurnal Pendidikan Bahasa dan Sastra, 17(1), 87-94.
Sutiani, L. (2017). The factors affecting the quality of homeroom teachers in overcoming student problems in
the school environment. Advances in Social Science, Education and Humanities Research, 95, 221-225.
Tait, M. (2018). Using Psychology to Enhance Teacher Effectiveness: An Evidence-Based Approach. Routledge.
Taufik, A. (2019). Pengaruh Optimalisasi Peran Wali Kelas Terhadap Kualitas Pembelajaran di Sekolah Dasar
Negeri 12 Langsa. Jurnal Ilmiah Mahasiswa Pendidikan Guru Sekolah Dasar, 4(2), 81-88.
Vries, S. d., & Driessen, G. (2016). The role of middle leaders in schools as learning organizations. Educational
Management Administration & Leadership, 44(4), 557-573.
Wang, M. T., & Eccles, J. S. (2012). Adolescent behavioral, emotional, and cognitive engagement trajectories in
school and their differential relations to educational success. Journal of Research on Adolescence, 22(1),
-39.
Wang, M. T., & Eccles, J. S. (2012). Adolescent behavioral, emotional, and cognitive engagement trajectories in
school and their differential relations to educational success. Journal of Research on Adolescence, 22(1),
-39.
Wayman, J. C., & Cho, V. (2009). Enhancing classroom-level data use. Theory Into Practice, 48(1), 38-47.
Weinstein, C. S. (2014). Handbook of classroom management: Research, practice, and contemporary issues.
Routledge.
Wentzel, K. R., & Wigfield, A. (2009). Handbook of motivation at school. Routledge.
Widodo, A., & Djajadikerta, H. G. (2016). Implementasi Peran Wali Kelas dalam Mengatasi Masalah Perilaku
Siswa di Sekolah Menengah Kejuruan (SMK) di Surabaya. Jurnal Ekonomi Pendidikan dan
Kewirausahaan, 4(2), 157-167.
Wijayanti, E. (2018). Optimalisasi Peran Wali Kelas dalam Meningkatkan Kedisiplinan Siswa di SMP Negeri 3
Sleman. Jurnal Pendidikan Vokasi, 8(2), 142-150.
Yusuf, A. M. (2018). Pengaruh manajemen kelas terhadap hasil belajar siswa pada mata pelajaran matematika
kelas VIII SMP Negeri 1 Padangsidimpuan. Jurnal Pendidikan Matematika, 2(1), 9-18.
Zaff, J. F., Moore, K. A., Papillo, A. R., & Williams, S. (2003). Implications of extracurricular activity participation
during adolescence on positive outcomes. Journal of Adolescent Research, 18(6), 599-630.
Zulfikar, M. (2019). Peran Guru sebagai Wali Kelas dalam Meningkatkan Motivasi Belajar Siswa di SMP Negeri
Kepahiang. Jurnal Edukasi dan Pembelajaran, 6(2), 94-101.
Refbacks
- There are currently no refbacks.
This proceeding series is indexed by:
