THE RELATIONSHIP BETWEEN PEER SOCIAL INTERACTION AND LEARNING OUTCOMES OF GRADE V STUDENTS IN PUBLIC ELEMENTARY SCHOOLS

Abstract

This study aims to examine the relationship between peer social interaction and learning motivation and learning outcomes of grade V students of State Elementary School in Kedaton District. Education is seen as an integral part of life that includes dynamic processes, where its success is greatly influenced by components such as social interaction and motivation to learn. In this context, social interaction with peers at school plays an important role, where students interact and influence each other in small groups that have the same age characteristics and interests. Learning motivation is also considered an important factor that affects students' academic achievement. This motivation can arise from intrinsic factors, such as the desire to succeed and the need to learn, as well as extrinsic factors such as a conducive learning environment and rewards. The results showed that there was a positive and significant relationship between peer social interaction and student learning outcomes, with a correlation coefficient of 0.758 which was included in the "strong" category. This shows that good social interaction among students can improve their learning outcomes. The research method used is a correlational study with a quantitative approach to determine the relationship between the research variables. Data analysis was carried out using the Product Moment correlation test. The results of this study have implications that teachers, parents, and schools need to encourage positive social interaction among students and create a supportive learning environment, such as the use of group-based learning methods and constructive discussions. Thus, this study emphasizes the importance of the role of peer social interaction and learning motivation in improving students' academic achievement.