The Influence on How Affection Can Shape Student’s Character and How It’ll Affect Their Academic Res

Civics Mid-Term Paper

The Influence on How Affection Can Shape Student’s Character and How It’ll Affect Their Academic Results

Written by: Abir Al Ifaz Deana Rafa Adelia Nail Rasyad Hilman Zhafiri

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VISUAL COMMUNICATION DESIGN FACULTY OF CREATIVE INDUSTRIES TELKOM UNIVERSITY 2023

The Influence on How Affection Can Shape Student’s Character and How It’ll Affect Their Academic Results The Influence on How Affection Can Shape Student’s Character and How It’ll Affect Their Academic Results Abir Al Ifaz, Deana Rafa Adelia, Nail Rasyad, Hilman Zhafiri Visual Communication Design, Telkom University Visual Communication Design, Telkom University Visual Communication Design, Telkom University Visual Communication Design, Telkom University Email: abiralifaz@student.telkomuniversity.ac.id kadeaa@student.telkomuniversity.ac.id yokomo@student.telkomuniversity.ac.id hilmanzh@student.telkomunivesity.ac.id

ARTICLE INFO

ABSTRACT

Keywords: Affections, Teachers, Students, Educational system.

Implementing affection to students can shape them in a healthy way. Emotionally, performance-wise, and relations towards teachers and students. Research about this says that it’ll benefit them in the future.

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INTRODUCTION Affection in definition means a feeling of liking and caring towards something. It is a behaviour from someone to another or something to a means of caring for one another. Affection can be in the form of physical gestures, or even expressions. It is an integral part to create a healthy relationship or even a good atmosphere. It is something important to human emotions and how people socialize as it’s giving that sense of love, comfort, belonging, and support to our lives.

Teachers are an integral part of students' educational lives. Because teachers have the experiences to teach that students don't have. Teachers are someone that are close with students usually in their school life. Lastly, teachers are someone that will shape the future generation students till the end of time.

Implementing affection behaviours from teachers to students can be Integral to shape the student’s future as it gives out the feeling of care towards the student. This can help students to improve themselves emotionally as well. Through affections we can build trust between the students in which it’ll help them and teachers to bond with each other Regarding academics. Affection can help as it helps students to motivate themselves to learn more in their studies. When students feel safe, loved, supported by their teachers. It can make them engage with the learning activities, and furthermore excel in their studies.

In the social scheme, affection can train students with their social skills in the future as students can make use of their teachers to communicate. Bonding with a teacher can be good as it makes students more comfortable as well regarding their relationship with each other. It will help create relations as well for teachers and students. Some students might feel groggy or unable to communicate and to openly support them in those hardships can really benefit their future later on.

One of the points as well is the feeling of belonging for students. Having this sort of feeling will make the student calmer in their surroundings, as it’s very crucial for students so that they don’t feel excluded and alienated as they can’t find anyone to communicate with. With this it can create a community between the students and the teachers.

Although still, teachers need to keep in mind that what students considered as affection may differ.

There is still some consent and barriers that shouldn’t be crossed. Depending on their cultures and how they’re raised, teachers still need to adapt and consider their moves. However, generally speaking. A healthy, loving, caring, and supportive environment. Can and will impact the student’s behaviour and their academic results.

METHOD This study will help us understand the impact of affection on student character and academic performance. The study will utilize quantitative approaches. Using Google Forms, we will collect data from Telkom University students from various classes and majors. We will inquire as to how frequently, what type of affection they experience, and how it impacts them. We'll ask them to rate their personality attributes. We will also inquire about their academic performance. Finally, we will use the outcome to analyse the entire process.

Preparation phase We collect data in order to conduct research. The first step is to build a questionnaire using an online form because it is the simplest and most efficient manner because we can then easily and broadly distribute it thanks to the advancement of digital communication media. The use of an online form has additional benefits for data processing because it automatically generates the result on a specific graph. We utilize Bahasa on our form so that more people can fill it out because we live in Indonesia and want our form to 2

be understood and filled out by more locals. We also utilize simple questions since simple questions allow people with less concentration to understand it. We are not asking for any personal information from participants in this form, so everyone who fills out this questionnaire will feel safe, and they will be able to express themselves freely without fear of being identified. We do this by not asking for their name, ID, or class, and we do not gather their email address, as is typical when filling out an online questionnaire. On the questionnaire, we also segregated each part so that each question could be separated based on the major issue that each question had.

Finally, we ask participants their own thoughts or experiences in terms of teacher-student relationships, and we hope that all participants can express their thoughts and feelings accurately and in detail so that the results of this research are accurate with what happens in the field.

Implementation Stage We will proceed to the implementation step after we have completed the necessary preparations, such as creating the questions for the Google forms and inserting them into the forms. We will distribute the link to the Google Form to our friends, different groups of different classes, and all other groups based on Telkom University students. Following that, we gave everyone some time to locate a time to fill out the form.

Evaluation Stage After completing the implementation stage, we should have enough data to proceed to the following level, which is the evaluation stage. We will examine and compare all data to determine how it affects students' character qualities and academic performance. Following that, we will discuss the findings and reach a conclusion.

RESULTS AND DISCUSSION 1. Results Survey Participants In the survey most of the participants are aged around 19. They are from different majors and different years of their school. In this age students need motivation and support from their teacher because this is a sensitive stage of life where they are gaining experience and getting into adulthood.

Teacher’s Affection Towards Students

How often does your teacher express affection for you?

What kind of compassion did your teacher express?

How do you feel about your teacher's love?

In the 1st section, more than half of the students (44.4%) express that their instructors regularly display affection, which is a heartening sign indicating that a substantial proportion of students perceive their teachers' love and backing. Nonetheless, it's distressing that a significant number of students (14.8%) report infrequent or non-existent manifestations of affection from their teachers, suggesting that these students might be lacking the necessary emotional support.

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Shifting focus to the second section, verbal commendation (25.9%) stands out as the most prevalent way teachers convey their care for their students, followed by individual attention (14.8%) and physical contact (14.8%). Nevertheless, a substantial segment of students (44.4%) feel that their teachers offer them limited compassion, hinting at a potential shortfall in the emotional security and support they receive.

As for the third section, the majority of students (70.4%) believe that their professors hold them in genuine affection, which is an encouraging sign of a strong teacher-student connection and a sense of care.

However, it is disconcerting that a considerable minority of students (14.8%) report feeling secure and supported but not actually liked by their instructors, indicating a deficiency in the requisite emotional closeness.

In summary, the data from the three graphics underscores that while most students feel cherished and upheld by their teachers, there is a noteworthy subset of students who do not share this sentiment. It's vital to bear in mind that these findings are derived from self-reported survey responses, and there may be some degree of understatement or exaggeration in the students' expressions of their feelings.

Student’s Character and Academic Results 40.7% of students claimed they felt successful in class. It can be inferred that somewhat more than 50% of students believe they are making progress toward their learning objectives. No, according to 48.1% of students, they don't feel like they've done enough in class. This indicates that nearly 50% of students believe they are neither learning or meeting their objectives. 11.1% of students responded that they don't feel successful in class and don't think so. This implies that these students are unsure about their feelings on their progress and learning.

Do you feel accomplished in class?

Do you feel your teacher's love helping you learn?

According to 88.9% of students, they sense their teacher's love for them while they learn. This shows that most kids have an overwhelming feeling of love and support from their teachers, which is crucial for creating a supportive learning environment. 11.1% of students responded negatively, stating they did not sense their teacher's affection for them or their desire to help them learn. This implies that the lack of help these students receive from teachers may be having an effect on how well they learn.

Overall, data points to a greater chance of students feeling their teacher are enthusiastic about what they learn than of them feeling successful in the classroom. There are several possible reasons for this, including a level of academic challenge in the classroom, the student's favourite way of learning, or the studentteacher relationship.

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Teacher support and attunement (%) Questions

Yes

No

I can talk to my teacher.

88.9

11.1

My teacher helps me when I’m sad.

29.6

70.4

My teacher listens to me and my problems.

55.6

44.4

My teacher treats me fairly.

92.6

7.4

My teacher gives me time to cool down.

77.8

22.2

I can trust my teacher

88.9

11.1

My teacher gives me respect

96.3

3.7

My teacher takes care of me and the other students.

96.3

3.7

The table shows that a large number of students trust and feel comfortable speaking with their teachers.

This shows that although there is still space for development in terms of teacher support and awareness, students typically feel safe and comfortable in their connections with their teachers. By paying more attention to their students' needs and offering more assistance and direction, teachers can contribute to the improvement of students' well-being.

Caring teacher qualities (%) Questions

Yes

No

My teacher is helpful.

92.6

7.4

My teacher respects people.

96.3

3.7

My teacher is calm.

96.3

3.7

My teacher is caring.

92.6

7.4

My teacher is always nice to everyone

92.6

7.4

My teacher is friendly.

100

0

Overall, the table shows that most students view teachers favorably as caring, friendly, and likable. There is still opportunity for development, though, as a tiny proportion of students do not feel that their instructors are providing them with the necessary level of support and care.

2. Discussion The data and the thoughts shared by students shed light on the critical role of teacher support and their caring qualities in the educational experience.

Teacher Support and Academic Success The data show a significant correlation between students feeling supported and their sense of accomplishment in class. Good communication and positive teacher-student relationships contribute to a conducive learning environment, promoting academic development. This emphasizes the importance of teachers providing the necessary emotional and educational support to help students reach their goals. The teaching and learning process between teachers and students will naturally have a better quality if there is good communication between the two.

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Equity and Fair Treatment Students stress the importance of fairness and equitable treatment by teachers. Recognizing that students' efforts and external factors also affect academic outcomes is crucial. Teachers need to ensure that they treat all students fairly and consider individual learning needs and circumstances. Teachers and students are two components that can be analogous to the theory of symbiotic mutualism, namely roles that mutually benefit one another.

Teacher's Attention and Motivation Students express the value of teachers paying attention to their learning methods. When teachers take an interest in students' approaches to learning, it can motivate students and alleviate their concerns. This indicates that personalized and attentive teaching methods can enhance the learning experience.

Building Strong Teacher-Student Relationships A significant portion of students believes that their teachers genuinely care for them. This demonstrates the power of nurturing strong teacher-student relationships. Such relationships foster trust and create a supportive learning environment, which can positively impact students' academic progress. Those students who have close, positive and supportive relationships with their teachers will attain higher levels of achievement than those students with more conflict in their relationships.

Based on this survey we can see that students that enjoy educational progress are the students that benefit from affection and caring from teachers. How learning outcomes can be said to be perfect can be seen from this survey: how students know that their teachers care about them and they also feel that their teachers care and that has an effect on their learning outcomes.

Overall, the data and students' insights highlight the importance of teacher support, caring qualities, and effective communication in the educational journey. Teachers have a pivotal role to play in motivating, supporting, and facilitating student success, and these findings underscore the need for educators to continually improve their relationships and support for students.

CONCLUSION The data from our surveys indicates that affection from teachers to students in the most degrees will have a great impact in their academic lives. With affection, students will tend to be more motivated as they’re more eager to study themselves in the subject matter. The relations between students and teachers are good and with it. Students and teachers will create a good atmosphere with each other. Overall students will feel calmer, belonged, motivated, etc with affection. They’ll be calmer to ask questions, and be more initiative with each other. It is a good thing as the more they know, the higher their academic records are.

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ACKNOWLEDGEMENT REFERENCES Merriam Webster 2023, “affection”. https://www.merriam-webster.com/dictionary/affection Khalid, Ammar. 2023 “The Importance of Physical Affection in Education: A Teacher’s Perspective” https://medium.com/@ammarwritesright/the-importance-of-physical-affection-in-education-ateachers-perspective-e6a79abee358 Fabris, Matteo Angello, Verschueren, Karine, Roorda, Debora., Longobardi, Claudio, Duby, Zoe, 2022 “STUDENT-TEACHER RELATIONSHIP QUALITY RESEARCH 2022” https://www.researchgate.net/publication/365790241_STUDENTTEACHER_RELATIONSHIP_QUALITY_RESEARCH_2022 Rimm-Kaufman, Sara. 2015, “Home Education and Career Pre-K to 12 Education Improving Students' Relationships with Teachers to Provide Essential Supports for Learning” https://www.apa.org/education-career/k12/relationships Dewi, Putu Yulia Angga. 2019, “Hubungan Gaya Komunikasi Guru Terhadap Tingkat Keefektifan Proses Pembelajaran” https://jurnal.stahnmpukuturan.ac.id/index.php/Purwadita/article/view/365/321 Malik, Abdul. 2014 “Fungsi Komunikasi Antara Guru dan Siswa dalam Meningkatkan Kualitas Pendidikan” https://ejournal.undip.ac.id/index.php/interaksi/article/download/8783/7109 Nainggolan, Yuni Martha., Hasyim, Adelina., Adha, M. Mona., 2012 “PENGARUH SIKAP KASIH SAYANG GURU TERHADAP PERILAKU SISWA BERBUDI PEKERTI DAN HASIL BELAJAR SISWA DI SMA PERINTIS 2 BANDAR LAMPUNG” https://media.neliti.com/media/publications/249244-none-837c3dfb.pdf

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