The Study of Social Interaction in Education and Its Influence on Sociology Learning Achievement in Students

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Volume 9 Number 2 August 2023 pages 194-202 p-ISSN:2460-1497 and e-ISSN: 2477-3840 DOI: https://doi.org/10.26858/est.v9i2.24519

194

The Study of Social Interaction in Education and Its Influence on Sociology Learning Achievement in Students

Ibrahim Nurdin¹, Jumadi², Syamsu Kamaruddin³

1Sociology Education, Universitas Negeri Makassar, Indonesia Email: [email protected]

2 Sociology, Universitas Negeri Makassar, Indonesia Email: [email protected]

3Sociology, Universitas Negeri Makassar, Indonesia Email: [email protected]

Abstract. The purpose of this study was to determine the significant effect of educational social interaction on student achievement in sociology at SMA Negeri 1 Pangkep. The method used in this research is experimental research with correlational studies. The results showed that t-count was 2.20 indicating that there was an influence of the independent variable (X) on the dependent variable (Y). As for the conclusions from the research results, it is based on the results of t-table of 2.00 and t-count of 2.20, it is concluded that t-count is greater than t-table or 2.20 > 2.00 so that Ha is accepted and H0

is rejected. This means that there is a significant influence between social interaction in education on student achievement in sociology at SMA Negeri 1 Pangkep.

Keywords: Social Interaction, Education, Sociology Learning Achievement.

INTRODUCTION

Education needs to get special attention in order to advance a nation because it is very related to human survival itself. Young humans will not be sufficiently developed and grow with the help of instinct alone, but they need guidance and direction from outside themselves (education) in order to become perfect human being.(Law of the Republic of Indonesia No. 20 of 2003, 2003).

In the perspective of Religion, it also views education as an obligation for all human beings who believe in obtaining knowledge (Safitri 2020). With broad knowledge, a person will become more honorable, respected and noble so

that he can face various forms of problems that occur in his life.(Afifah 2019:26).

Quality education certainly cannot be separated from subjects that support the formation of children's character, therefore the planned character education of this nation is certainly in the sense of education that wants the people of this nation to live a religious life, have good morals and character (Adzmi et al. 2023).

Social Interaction in Education is the relationship between one individual and another in education issues (teaching and learning process) (Syafi’i and Mahmudah 2018). The relationship in education is a series of businesses that continuously influence each other with the aim of achieving the level of perfection of human life (Nisa 2018:2)

(Received: 30-10-2022; Reviewed: 12-03-2023; Accepted: 21-08-2023;

Available online: 26-08-2023; Published: 28-08-2023)

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The relationship that occurs is included and involved in the elements that determine the implementation of education (Kartini and Dewi 2021). The success or failure of an educational process depends on the elements of the family, school and community where a student is located (Pebriana 2017). The three elements of education have a very important role in achieving educational goals because they can directly affect the growth and development of students (Putri, Nurhasanah, and Hakim 2020).

The social interaction between the three elements is a very relevant factor in directing, developing, controlling and fostering students or students in improving their learning achievement (Sutomo 2017).

In this case, it can be realized that, it is not as easy as we imagine, because in pursuing education, we will be faced with various kinds of issues and obstacles, so that not a few fail in taking a level of education (Iswardhany and Rahayu 2020). In tackling this reality, it is necessary to have a harmonious relationship between the elements involved in the problem (Wahyuningsih et al. 2022). With social interaction in education accompanied by coaching and development, it is expected to increase the learning achievement of students in an educational institution (Putri et al. 2020).

This can be realized if students with students, students with masters, students with parents and masters with parents have good social relations and understand each other's rights and obligations in education.(Tasilah and Izhar 2016:1–2).

Similar studies have been studied by several previous researchers. For example (Nisa, 2018) at Madrasah Ibtidaiyah in Gorontalo Regency which found that there was a positive and significant direct relationship with parenting patterns, peer interaction, and master and student interactions as well as learning motivation (Swid 2022). Add up to the relationship with learning achievement of 0.678 (67.8%) and the rest, which is 32.20%

associated with other variables outside of the four variables. Furthermore, Nisa also obtained an indirect relationship between parenting style variables, peer interaction, and master interaction together with learning achievement through learning motivation, which was 0.1756 (17.56%). Furthermore, it was studied by Saputro in 2012 which emphasized more on learning discipline and the influence of the peer environment on learning achievement. Saputro

got the result that there was a positive and significant influence of learning discipline and peer environment together on student achievement (sanusi 2020). The results of SPSS calculations show the correlation coefficient (R) of 0.625 and the coefficient of determination (R2) of 0.391. This value means that 39.1% of changes in learning achievement variables can be explained by learning discipline and peer environment, while 60.9% is explained by other variables not examined. The results of SPSS calculations show the correlation coefficient (R) of 0.625 and the coefficient of determination (R2) of 0.391. This value means that 39.1% of changes in learning achievement variables can be explained by learning discipline and peer environment, while 60.9% is explained by other variables not examined (Guru et al. 2023). The results of SPSS calculations show the correlation coefficient (R) of 0.625 and the coefficient of determination (R2) of 0.391. This value means that 39.1% of changes in learning achievement variables can be explained by learning discipline and peer environment, while 60.9% is explained by other variables not examined (Nisa 2018).

In a counseling scientific journal with the title of the relationship between social interaction skills and learning outcomes in 2012 at SMA Negeri 10 Padang obtained a number of rcount = 0.619 and rtable = 0.286 in significance level = 0.01, because the value of rcount is greater than rtable, it can be concluded that there is a significant relationship between the ability to interact socially with learning outcomes(Riska, Krisnatuti, and Yuliati 2018).

Based on the above facts, it is necessary to discuss the Study of Social Interaction in Education and Its Influence on Sociology Learning Achievement at SMA Negeri 1 Pangkep Kab. Pangkajene and the Islands.

METHOD

The type of research used in this research is experimental, which is a method used if the symptoms being studied are intentionally held or research that sees and examines the effects after the subject is treated on the independent variables. The data obtained is then processed, interpreted and concluded(Iii, Jenis, and Penelitian 2008:18).

This research is a quasi-experimental research, which is an experimental study that has treatment, outcome measures, and

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experimental units, but does not use random data collection in determining groups. to conclude that there is a change due to treatment (Nuraida, Halimah, and Rokhayati 2017).

This research was conducted at SMA Negeri 1 Pangkep in Class XIIA1 (Experimental Class) and Class XIIA2 (Control Class) with 70 students. The sampling technique used in this research is purposive sampling. Meanwhile, the technique for collecting data in this study was by conducting a learning outcome test.

Researchers also made direct observations on students regarding students' social interactions during the learning process which was carried out 5 times for the experimental class and 5 times for the control class.

The data collection technique used in this study is an indirect communication technique.

according to(Tasilah and Izhar 2016)Indirect communication technique is "a way of collecting data which is done by holding an indirect relationship or with intermediary tools, either in the form of tools that are already available or special tools made for that purpose".

Furthermore, using a documentary study technique, according to (Tasilah and Izhar 2016) Documentary study technique is "a way of collecting data by categorizing and classifying written materials related to research problems, both from document sources as well as newspapers, magazines, and others".

Regarding the data collection tools used, among others, are in the form of questionnaires and note sheets. Where the questionnaire will be

tested or the so-called instrument test using validity, reliability, classical assumption test, simple linear regression and coefficient of determination. Meanwhile, for data analysis, the researcher used the percentage formula as follows: P = (f/N)x100%

Furthermore, all questionnaires, both variables of social interaction in the family orlearning outcomes variables were analyzed using a Likert scale rule consisting of 5 answer choices, namely strongly agree (SS), agree (S), uncertain (RR), disagree (TS) and strongly disagree (STS). This research questionnaire consists of 15 statements of variable X (social interaction in the family) and variable Y (learning outcomes) using the odd semester daily test scores 2 times. The procedure in this study consists of 4 stages consisting of 1) coding editing 3) scoring 4) entry(Mulyaningsih 2014:23).

RESULTS AND DISCUSSION Result

Based on the results of the data obtained from the post-test after the frequency of teaching sociology as much as 10 meetings for the two treatment groups with details of 5 meetings for the control group and 5 meetings for the experimental group. After that, a final test was held for both treatment groups, this can be seen in table 1.

Table 1. Student Learning Outcomes (Variable Y) in Average Score

Amount Complete Not Complete

Student Group

Amount

Percentage

Amount

Percentage

(N) (%) (%)

Experiment 31 88.57 4 11.43

70 Control 30 85.71 5 14.39

Average 30 87.14 4 12.91

Source: Processed research data, 2019

Based on table 1, it can be seen that the number of samples studied is 70 students. in the post test results of the experimental group with the number of students who completed as many as 31 students and students who did not complete as many as 4 students, in the control group the results of the post test with the number of students who completed increased by as many

as 30 students and students who did not complete 5 students whereas if the scores The post test of the experimental group and the control group was averaged, so the students who completed were304 students and who did not complete 4 students with Minimum Completeness Criteria (KKM) 60. There was an increase in the number of students who

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completed but there were still more students who did not complete than students who completed, therefore student learning outcomes need to be improved (Prastika Damayanti, Yuliejantiningsih, and Maulia 2021). The

success of student learning can be influenced by various factors, one of which is a careful researcher, namely social interaction in education (Tasilah and Izhar 2016).

Table 2. Results of Descriptive Statistics on Learning Achievement Statistics

Experimental Group Control Group

N Valid 35 35

Missing 0 0

mean 9.34 7,457

Std. Deviation 3.933 3.2751

Variance 15,467 10,726

Minimum 3 3.0

Maximum 18 16.0

Based on table 1, it can be seen that the number of samples studied was 70 students with two treatment groups. in the experimental treatment group obtained an average value of 9.34 and the control class group obtained a value of 7.46. for the value of the standard deviation obtained a value of 3.93 in the experimental group and the control group obtained a value of 3.27. Meanwhile, the experimental group's variance value was 15.46 and the control group's value was 10.72, so the descriptive results

indicate that the experimental group's average value is higher than the control group. This shows that the success of student learning can be influenced by various factors, one of which the researcher examines is social interaction in education (Sari, Mutrofin, and Fitriyah 2020).

Normality test

To find out the data variable (X) with the variable (Y) normally distributed or not, a normality test was carried out using SPSS 16.0.

The results can be seen in the following table 3.

Table 3. Normality Test of Student Achievement Data for Experimental Groups and Control Groups One-Sample Kolmogorov-Smirnov Test

Unstandardized Residual

N 70

Normal Parameters mean .0000000

Std. Deviation 3.27181182

Most Extreme Differences Absolute .134

Positive .134

negative -.082

Kolmogorov-Smirnov Z .790

asymp. Sig. (2-tailed) .561

a. Test distribution is Normal.

Based on the results of calculations using SPSS 16.0 obtained a significance value (sig)One-Sample Kolmogorov-Smirnov Testfor the social interaction variable in (X) and for the learning outcome variable (Y) of 0.561. All these values are obtained from the tableOne-

Sample Kolmogorov-Smirnov Test where the results of each variable are greater than 0.05, which means that the X variable data and Y variable data in this study are normally distributed

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Linearity Test. To find out the variable (X) and variable (Y) have a linear relationship or not, a linearity test was performed using SPSS

16.0. These results can be seen in the following table 3.

Table 3. Linearity Test

Sum of

Squares df

Mean

Square F Sig.

Social Interaction * Learning

Achievement

Between Groups

(Combined) 152,761 12 12,730 .751 .562

linearity 1.044 1 1.044 .062 .046

Deviation from

Linearity 151,717 11 13,792 .813 .628

Within Groups 373.125 22 16,960

Total 525,886 34

Source: SPSS 16.0 . calculation result data Based on the results obtained, it is known that the significance value for Linearity is 0.42.

Because the significance is less than 0.05, it can be concluded that there is a linear relationship between social interaction variables in education and learning achievement variables (Barona and Muntasir 2017). If seen from the significance of Deviation for linearity, it can be concluded that there is a linear relationship between the variables of social interaction in the family and learning outcomes. Because the significance value of 0.628 is greater than 0.05.

Discussion

This research was conducted on all students of SMA Negeri 1 Pangkep. Through

the sampling technique using purposive sampling, 70 students were selected by taking two groups, namely the experimental group and the control group. To find out the state or condition of social interaction in the family, the researcher made 15 statements/

questionnaires and then the results of the respondents' answers would be described using the percentage formula while learning achievement was seen from the semester scores. An overview of social interaction in the education of SMA Negeri 1 Pangkep students, based on the answers to the questionnaire (item numbers 1-15) from each respondent obtained the results as presented in the table 4.

Table 4. Social Interaction in Education

Score Criteria Frequency Percentage

80-86 Very high 8 11.42%

73-79 Tall 30 42.85%

66-72 Enough 15 21.42%

59-65 Low 8 11.42%

52-58 Very low 9 12.85%

Amount 70 100%

Source: Criteria By(Tasilah and Izhar 2016)

Based on table 4 shows that social interaction in the education of SMA Negeri 1 Pangkep students is stated in the sufficient category with a percentage of 54.27%. Social interaction in education is reviewed through

social contacts, either positive or negative or primary or secondary and communication between teachers and students as well as students with students. Social contact that occurs

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in students' schools is carried out directly or indirectly (Hesti Setyarahma et al. 2021).

Social interaction in the learning process of SMA Negeri 1 Pangkep students is said to be sufficient because each family has a different way of interacting with teachers and students.

For students of SMA Negeri 1 Pangkep, social contact is carried out directly by meeting face to face between students and their teachers because they always meet at school. For students who are often absent, they sometimes make direct social contact but sometimes also use cellphones.

The independent variable (X) is social interaction in education on the dependent variable (Y) the sociological learning achievement of Pangkep State Senior High School students with the Alternative Hypothesis (Ha) accepted that there is an influence (Mangunreja 2014). Because based on the results of simple linear regression testing regarding the effect of social interaction in education on

learning achievement in sociology at SMA Negeri 1 Pangkeo, the t-count result was 2.242.

Social interaction in the family affects student achievement because a student at school always interacts with both teachers and fellow students (Santika, Heldayani, and Syaflin 2022). While the factors that influence learning outcomes, one of which is from the family environment, namely social interaction (relationships) in the family, household atmosphere, and parental education (Amalia, Mattiro, and Ruswinarsih 2021). If social interaction in the family is smooth and good, student learning outcomes will also be good(Mangunreja 2014:13).

To find out how much influence social interaction in the family has on student learning outcomes, it is done by performing a simple linear regression test. These results can be seen in the table 5.

Table 5. Linear Regression Model Test Results Summary Model Summary^b

Std. Error of the

Model R R Square Adjusted R Square Estimate

1 .190^a .360 .290 5.317

Source: SPSS 16.0 . calculation result data Based on table 5 the results of simple linear regression testing regarding the effect of social interaction in education on sociological learning achievement of students in SMA Negeri 1 Pangkep, the results obtained tcountof 2.20 indicates that there is an effect of the independent variable (X) on the dependent variable (Y). When compared to ttable is 2.00 then tcount greater than ttableor 2.20>2.00 so that Ha is accepted and Ho is rejected. This means that there is a significant influence between social interaction in education on the learning achievement of students in class XIIA and XIIB sociology. After testing the hypothesis, the average value of the control group is 7.17 and the experimental group is 7.23, which means that social interaction in education has a significant effect on the learning outcomes of students of class XIIA and XIIB sociology. While the rest is influenced by other variables such as learning motivation, school environment, community environment

and factors from within the individual itself (Yudhia Laksono 2019).

Social interaction in education has a low effect on student learning outcomes because social interaction in the family is only part of the factors that affect learning outcomes (Fahri and Qusyairi 2019). There are two factors that influence learning outcomes, namely internal factors and external factors (Mulyaningsih 2014). Which includes internal factors, namely interest, motivation, talent and readiness that comes from within the individual itself (Aieny et al. 2020). While external factors are family factors consisting of parents' education level, family social interaction (relationships), home atmosphere, parents' economic conditions, school factors consisting of learning methods, curriculum, teacher-student relationships, student-student relationships and circumstances (Riska et al. 2018). school building, while community factors consist of student activities

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in the community, mass media and forms of community life (Afifah 2019)

CONCLUSIONS AND SUGGESTIONS Based on the results and discussion of the study, it can be concluded that social interaction in the families of SMA Negeri 1 Pangkep students is included in the sufficient category, with indicators namely social contact and communication between parents and children. Social contact can be positive or negative. Positive social contact leads to cooperation, while negative social contact leads to conflict. Social contact can be primary or secondary. Primary social contact occurs when the participants of the interaction meet face to face. For example, face-to-face meetings and dialogue between the two parties. This is because not all students in SMA Negeri 1 Pangkep live with their parents while they are in school. There are some students who live separately from their parents who live in rented houses. The reason is because their house is far from school and indeed they are from the area.

Communication between teachers and students within the school environment of SMA Negeri 1 Pangkep which aims to convey information and thoughts or opinions of teachers and students.

Meanwhile, for the sociology learning achievement of the students of SMA Negeri 1 Pangkep, it is included in the Good category with the post test score indicators being carried out in the experimental group and the control group. Based on the calculation of the results of a simple linear regression test using SPSS 16.0, the effect of social interaction in education (X) on the learning achievement of sociology in SMA Negeri 1 Pangkep is obtained.

Communication between teachers and students within the school environment of SMA Negeri 1 Pangkep which aims to convey information and thoughts or opinions of teachers and students.

Communication between teachers and students within the school environment of SMA Negeri 1

Pangkep which aims to convey information and thoughts or opinions of teachers and students.

Based on the research results obtained and the weaknesses in the researchIn this case, the researchers provide the following suggestions: (1) Teachers and students should hold social interactions with each other in terms of deliberation about learning activities in schools to improve learning outcomes, for example about the obstacles faced by children when studying, socializing friends and children's learning atmosphere at school . (2) To parents, so that at the time of distribution of report cards they are not represented by other people so that they can know the development of children's learning. (3) If there are various activities organized by the school that allow parents to attend, it is better for parents to be involved.

Activities such as committee meetings, competitions. The invitation of parents to this school should be carried out at least once a year.

ACKNOWLEDGMENTS

Acknowledge anyone who has helped you with the study, including: Researchers who supplied materials, reagents, or computer programs; anyone who helped with the writing or English, or offeredcritical comments about the content, or anyone who provided technical help. State why people have been acknowledged and ask their permission. Acknowledge sources of funding, including any grant or reference numbers. Please avoid apologize for doing a poor job of presenting the manuscript.

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