Implementasi Metode Building Rapport dalam Pembelajaran Biologi: Meningkatkan Prestasi Belajar Siswa MAN Tana Toraja
DOI:
https://doi.org/10.35905/sipakainge.v3i2.15522Keywords:
Membangun hubungan, Pemprograman Neuro-Linguistik, PembelajaranAbstract
In the context of Islamic education in rural madrasas such as MAN Tana Toraja, where rigid teacher-student communication often hinders biology learning achievement due to emotional distance and hierarchical culture, this study highlights the urgency of an interpersonal approach to building a harmonious learning environment, aligned with the rahmah value of the Qur'an (Q.S. Al-Isra: 23). The purpose of this study is to examine the implementation of the Neuro-Linguistic Programming (NLP)-based rapport building method to improve the achievement of grade XI IPA 1 students, with a focus on the pacing, matching, mirroring, leading stages, student activities, teacher roles, impact on achievement, and obstacles and solutions. Using a descriptive qualitative design, data were collected through participant observation, in-depth interviews, and document analysis over two months (March-April 2020), analyzed using the Miles and Huberman model for triangulation validity.. The results show that rapport implementation increases student engagement by 85% through collaborative visual-verbal-kinesthetic activities, the role of teachers as emotional facilitators, and learning achievement from an average of 65 to 82 (a 25.4% increase in the cognitive-affective-psychomotor domain); barriers of time, culture, and facilities are overcome through local adaptations such as Toraja stories. The conclusion states that rapport building is effective as a humanist catalyst in Islamic science education, recommending integration into the madrasah curriculum; further research is recommended for longitudinal and comparative urban-rural studies, so as to complement these findings for holistic development.
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Alwaely, (2024). Teacher-student rapport and gamified learning: Investigating the role of interpersonal variables in classroom integration.
Amerstorfer, (2021). Student perceptions of academic engagement and student-teacher relationships in problem-based learning. Frontiers in Psychology, 12, 713057.
Crogman, (2023). Ungrading: The case for abandoning institutionalized assessment protocols and improving pedagogical strategies. Education Sciences, 13(11), 1091.
Daniel, (2024). A handbook for Rhythmic Relating in autism: supporting social timing in play, learning and therapy. Frontiers in Psychology, 15, 1384068.
Dhona, (2024). Islamic communication as an invention of modern-western knowledge: critical analysis toward Islamic communication in Indonesia. Asian Journal of Communication, 34(3), 381–398.
Ependi, (2022). The Implementation of Islamic Classroom Management and Teacher Performance In Improving Students’ Learning Achievement. Al-Ulum, 22(2), 465–488.
Erickson, (2020). Characterizing Student Engagement with Hands-On, Problem-Based, and Lecture Activities in an Introductory College Course. Teaching & Learning Inquiry, 8(1), 138–153.
Hafeez, M. (2022). Retraction Note: Impact of Teacher’s Training on Interest and Academic Achievements of Students by Multiple Teaching Methods. Pedagogical Research, 7(1), em0118. https://doi.org/10.29333/pr/11684
Hamid, (2024). Nilai-Nilai Pendidikan Islam Dalam Al-Qur’an Surah Al-Isra Ayat 23-24. At-Ta’lim: Kajian Pendidikan Agama Islam, 6(II).
Harvey, (2015). The effect of concept mapping on students’ understanding of photosynthesis and cellular respiration at Akim Swedru Senior High School. University of Education, Winneba.
Hidayat, (2024). Memahami konsep belajar anak usia dasar: Studi analisis teori belajar Carl Rogers serta penerapannya di sekolah dasar. Journal of Primary Education Research, 2(1), 92–101.
Hussain, (2024). The Role of Teacher Immediacy and Teacher-Student Rapport in Shaping Academic Motivation: Evidence from Prospective Teachers in Pakistan. Journal of Development and Social Sciences, 5(4), 277–287.
Ilahude, (2023). Faktor Penghambat Motivasi Belajar Siswa pada Mata Pelajaran PPKn di SMA Negeri 1 Popayato Kabupaten Pohuwato. Jurnal Kewarganegaraan, 7(2), 2294–2303.
Istianah, W., & Wila, S. H. (2025). The Implementation Of Moral Values In Surah Al-Hujurat Verses 11-13 As The Basis For “Stop Bullying” Habituation At MI Baitur Rohman Asemrowo Surabaya. Journal of Teacher Training and Educational Research, 2(3), 111–120.
Ixfina,. (2025). Dasar-Dasar Pendidikan sebagai Pembentuk Moral dan Intelektual Peserta Didik di Sekolah Dasar. J-CEKI: Jurnal Cendekia Ilmiah, 4(2), 222–231.
Karatsiori, M. (2023). In the pursuit of “Quality Education”: From ancient times to the digital era, can there be a consensus? Cogent Education, 10(2), 2286817.
Kassa, (2024). Effect of using multimedia and dynamic classroom integrated instruction on grade 11 students’ biology academic achievement. Heliyon, 10(18).
Limbu, S. (2024). Fostering Peer Evaluation and Cognitive, Affective, and Psychomotor (CAP) Domains in School Level Science Education: A Critical Reflection on the STEAM Approach. International Journal of Research in Education and Science, 10(2), 446–472.
Liu, S. (2025). Navigating Equality in Schools: The Sociological Impact of Leadership on Student Success. Education and Urban Society, 57(3), 245–298.
Miles, (1984). Drawing valid meaning from qualitative data: Toward a shared craft. Educational Researcher, 13(5), 20–30.
Morris, (2025). Rethinking science education practices: Shifting from investigation-centric to comprehensive inquiry-based instruction. Education Sciences, 15(1), 73.
Murphy, (2020). Unconditional positive self-regard, intrinsic aspirations, and authenticity: Pathways to psychological well-being. Journal of Humanistic Psychology, 60(2), 258–279.
Ofem, (2024). Academic optimism, capital indicators as predictors of cognitive, affective, and psychomotor learning outcome among students in secondary school. Hierarchical regression approach (HRA). Heliyon, 10(9).
Pallathadka, (2023). The study of Islamic teachings in education: With an emphasis on behavioural gentleness. HTS Teologiese Studies/Theological Studies, 79(1).
Popescu, (2019). Nlp Principles And Techniques For Teachers Who Provide The Basis For Achieving Excellence In Education. Journal of Romanian Literary Studies, 16, 473–478.
Prayitno, (2022). Effectiveness of collaborative constructivist strategies to minimize gaps in students’ understanding of biological concepts. International Journal of Emerging Technologies in Learning (IJET), 17(11), 114–127.
Rahmawati, (2025). Peran Metode Hypnoteaching Terhadap Minat Belajar Pada Mata Pelajaran Pkn Di Sdn 13 Kwandang, Gorontalo. Sinergi: Jurnal Riset Ilmiah, 2(3), 1388–1399.
Rene’Hersrud. (1994). Interpersonal classroom relationships in student teaching: The influence of intimacy status, empathy, genuineness, and positive regard. University of Minnesota.
Ristanti, (2020). Pendidikan Islam Dalam Sistem Pendidikan Nasional Telaah Terhadap UU No. 20 Tahun 2003. Tawazun: Jurnal Pendidikan Islam, 13(2), 152–159.
Sandua, (2024). Decoding Neuro-Linguistic Programming: Tools For More Effective Communication. David Sandua.
Scholl, (2013). The socio-emotional basis of human interaction and communication: How we construct our social world. Social Science Information, 52(1), 3–33.
Sholekah, (2024). HypnoTeaching Dalam Pembelajaran. JUGI: Jurnal Guru Inovatif, 1(1), 49–61.
Tian, (2020). Application of Ausubel cognitive assimilation theory in teaching/learning medical biochemistry and molecular biology. Biochemistry and Molecular Biology Education, 48(3), 202–219.
Villamin, (2025). A worked example of qualitative descriptive design: A step‐by‐step guide for novice and early career researchers. Journal of Advanced Nursing, 81(8), 5181–5195.
Wardana, B. S. (2018). Manajemen Pendidikan Kewirausahaan di Pondok Pesantren Entrepreneur Tegalrejo Magelang. Semarang.
Wright, (2019). Therapist cultural humility and the working alliance: Exploring empathy, congruence, and positive regard as mediators. State University of New York at Albany.
Wulandari, (2025). Upaya Meningkatkan Motivasi Belajar Peserta Didik Melalui Metode Hypnolearning di SMPN 1 WERU. INCOME: Indonesian Journal of Community Service and Engagement, 4(2), 97–104.
Zhang, (2025). The role of EFL teacher immediacy and teacher-student rapport in boosting motivation to learn and academic mindsets in online education. Learning and Motivation, 89, 102092.
Zitha, (2023). Innovative strategies for fostering student engagement and collaborative learning among extended curriculum programme students. Education Sciences, 13(12), 1196.
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2025-12-31
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