Komunikasi Interpersonal Dosen dan Mahasiswa Perguruan Tinggi Vokasi di Jurusan Teknik Mesin Politeknik Negeri Malang
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Sep 20, 2024
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This article analyzes the strategies and models of interpersonal communication of lecturers to students at vocational colleges of the Department of Mechanical Engineering, Malang State Polytechnic. The results of the study show that interpersonal communication strategies are carried out with dididic and triadic models. Meanwhile, the interpersonal communication model of lecturers and students uses an interactive model, where there is interdependence and active participation between lecturers and students. Communication anxiety, both chronic (trait apprehension) and situational (state apprehension), can be an obstacle in the interaction between lecturers and students, affecting participation, presentation quality, and students' ability to convey ideas clearly and confidently.
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Amrullah, M. A., Kriyantono, R., & Riani, Y. A. (2024). Komunikasi Interpersonal Dosen dan Mahasiswa Perguruan Tinggi Vokasi di Jurusan Teknik Mesin Politeknik Negeri Malang. Jurnal Indonesia : Manajemen Informatika Dan Komunikasi, 5(3), 2496-2509. https://doi.org/10.35870/jimik.v5i3.956
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Billett, S. (2009). Vocational learning: Contributions of workplaces and educational institutions. In International handbook of education for the changing world of work: Bridging academic and vocational learning (pp. 1711-1723). Dordrecht: Springer Netherlands.
Campero-Oliart, A. R., Lovelace, C. T., & Levitan, L. C. (2020). Contexts of communication apprehension and their relation to self-esteem. Psi Chi Journal of Psychological Research, 25(1), 42-53.
Cardon, P., Okoro, E. A., Priest, R., & Patton, G. (2023). Communication apprehension in the workplace: Focusing on inclusion. Business and Professional Communication Quarterly, 86(1), 52-75. https://doi.org/10.1177/23294906221129599.
Creswell, J. W. (2002). Desain penelitian: Pendekatan kualitatif dan kuantitatif. Jakarta: KIK-UI Press, translation.
Damri, R. (2024). Penerimaan Diri Sebagai Prediktor Fear of Negative Evaluation Pada Emerging Adulthood di Indonesia. Jurnal Kajian Ilmiah, 24(1), 79-88.
DeVito, J. A. (2012). The interpersonal communication book 13th edition. Pearson.
Dewi, S. L., Dewi, D. A., & Furnamasari, Y. F. (2021). Efektifitas Model Pembelajaran Interaktif pada Mata Pelajaran PKn di Kelas Rendah. Aulad: Journal on Early Childhood, 4(3), 12-19.
Elva Ronaning Roem, S. (2019). Komunikasi Interpersonal. ER Sarmiati, Komunikasi Interpersonal. Malang: CV IRDH.
Fitriyana, N., Karmiyati, D., Yuniardi, M. S., & Widiantoro, D. (2020). Hubungan antara self-efficacy dengan kecemasan komunikasi interpersonal pada mahasiswa baru. Personifikasi: Jurnal Ilmu Psikologi, 11(1), 109-124. DOI: https://doi.org/10.21107/personifikasi.v11i1.7294.
Gaspersz, A. P. (2022). Konsep diri dan kecemasan komunikasi interpersonal pada mahasiswa. INNER: Journal of Psychological Research, 2(1), 67-74. DOI: https://doi.org/10.31004/basicedu.v4i4.505.
Hiniker, L., & Putnam, R. A. (2009). Partnering to meet the needs of a changing workplace. In International handbook of education for the changing world of work: Bridging academic and vocational learning (pp. 203-217). Dordrecht: Springer Netherlands.
Jacobi, L. (2020). Seeking to understand the impact of collaboration on intercultural communication apprehension. Journal of International Students, 10(4), 892-911.
Kriyantono, R., & Rakhmat, S. J. (2006). Metode penelitian komunikasi. Bandung: PT Remaja Rosdakarya.
Miftah, M. (2008). Strategi komunikasi efektif dalam pembelajaran. Jurnal Teknodik, 084-094. DOI: https://doi.org/10.32550/teknodik.v12i2.473.
Muliarta, I. K. (2018). Menerjemahkan Perubahan Dari TCL (Teacher Center Learning) Ke SCL (Student Center Learning). Cetta: Jurnal Ilmu Pendidikan, 1(2), 76-86.
Mutawakkil, M., & Nuraedah, N. (2019). Gaya komunikasi dosen dalam pembelajaran mahasiswa. Communicatus: Jurnal Ilmu komunikasi, 3(2), 135-152. DOI: https://doi.org/10.15575/cjik.v3i2.5765.
Novia, A. P., & Mahyuddin, N. (2020). Pembelajaran Sentra dalam Mengembangkan Kecerdasan Interpersonal Anak. Jurnal Pendidikan Tambusai, 4(2), 1247-1255. DOI: https://doi.org/10.31004/jptam.v4i2.591.
Nurdin, A. (2020). Teori Komunikasi Interpersonal Disertai Contoh Fenomena Praktis. Prenada Media.
Nurhasanah, N., Ramadhani, J., Utami, N. T., & Hasanah, U. (2024). Pentingnya Komunikasi Interpersonal Guru dalam Meningkatkan Kualitas Belajar Siswa. VISA: Journal of Vision and Ideas, 4(1), 201-207.
Nurrachmah, S. (2024). Analisis Strategi Komunikasi Dalam Membangun Hubungan Interpersonal Yang Efektif. Jurnal Inovasi Global, 2(2), 265-275. DOI: https://doi.org/10.58344/jig.v2i2.60.
Rahmadani, R., & Taufina, T. (2020). Pengembangan multimedia interaktif berbasis model problem based learning (pbl) bagi siswa sekolah dasar. Jurnal basicedu, 4(4), 938-946. DOI: https://doi.org/10.31004/basicedu.v4i4.465.
Singh, N. (2011). Student-centered learning (SCL) in classrooms—A comprehensive overview. Educational Quest-An International Journal of Education and Applied Social Sciences, 2(2), 275-282.
Solikhah, R. N., Mufidah, W., & Nursanti, E. (2021). Komunikasi Interpersonal Dengan Job Search Behavior. IDEA: Jurnal Psikologi, 5(1), 16-24. DOI: https://doi.org/10.32492/idea.v5i1.5102.
Warsah, I., Carles, E., Morganna, R., Anggraini, S., Silvana, S., & Maisaroh, S. (2023). Usaha Guru Mengurangi Kecemasan Belajar Siswa Dalam Pembelajaran Pai. AT-TA'DIB: JURNAL ILMIAH PRODI PENDIDIKAN AGAMA ISLAM, 31-48. DOI: https://doi.org/10.47498/tadib.v15i1.1763.
Xie, F., & Derakhshan, A. (2021). A conceptual review of positive teacher interpersonal communication behaviors in the instructional context. Frontiers in psychology, 12, 708490. DOI: https://doi.org/10.3389/fpsyg.2021.708490.