HUBUNGAN ANTARA PERSEPSI SANTRI TERHADAP RELASI SENIOR-JUNIOR DENGAN MOTIVASI BELAJAR INTRINSIK DI PESANTREN KAFILA INTERNATIONAL ISLAMIC SCHOOL

Abstrak

Penelitian ini bertujuan untuk menganalisis hubungan antara persepsi santri terhadap relasi senior-junior dengan motivasi belajar intrinsik di Pesantren Kafila International Islamic School. Penelitian menggunakan metode kuantitatif dengan pendekatan korelasional. Sampel penelitian berjumlah 21 santri kelas VIII yang ditentukan melalui teknik simple random sampling. Data dikumpulkan menggunakan kuesioner tertutup berskala Likert empat poin yang disusun berdasarkan teori iklim sosial kelompok Moos (1974) dan Self-Determination Theory Ryan dan Deci (2017), kemudian dianalisis menggunakan korelasi Pearson Product Moment setelah memenuhi uji prasyarat normalitas, homogenitas, dan linearitas. Hasil penelitian menunjukkan bahwa persepsi santri terhadap relasi senior-junior berada pada kategori positif (rata-rata 3,12 dari skor maksimal 4,00) dan motivasi belajar intrinsik berada pada kategori tinggi (rata-rata 3,05). Uji korelasi memperoleh nilai signifikansi 0,031 (p < 0,05) dengan koefisien korelasi sebesar +0,472, yang menunjukkan adanya hubungan positif yang signifikan dengan kekuatan sedang. Koefisien determinasi sebesar 22,3% menegaskan bahwa persepsi relasi senior-junior berkontribusi terhadap variasi motivasi belajar intrinsik, sementara 77,7% sisanya dipengaruhi faktor lain. Dengan demikian, semakin positif persepsi santri terhadap relasi senior-junior, semakin tinggi pula motivasi belajar intrinsik mereka.

This study aims to analyze the relationship between students’ perception of the senior-junior relationship and intrinsic learning motivation at Kafila International Islamic School boarding pesantren. This research employed a quantitative method with a correlational approach. The sample consisted of 21 eighth-grade students selected through simple random sampling. Data were collected using a closed questionnaire with a four-point Likert scale, developed based on Moos’ (1974) group social climate theory and Ryan and Deci’s (2017) Self-Determination Theory, and were analyzed using Pearson Product Moment correlation after fulfilling the prerequisite tests of normality, homogeneity, and linearity. The results show that students’ perception of the senior-junior relationship falls into the positive category (mean 3.12 out of 4.00) and intrinsic learning motivation falls into the high category (mean 3.05). The correlation test obtained a significance value of 0.031 (p < 0.05) with a correlation coefficient of +0.472, indicating a significant positive relationship of moderate strength. The coefficient of determination of 22.3% confirms that the perception of the senior-junior relationship contributes to the variation in intrinsic learning motivation, while the remaining 77.7% is influenced by other factors. Thus, the more positive students’ perception of the senior-junior relationship, the higher their intrinsic learning motivation.