The Influence Of Teachers' Interpersonal Communication Competence On The Learning Satisfaction Of Generation Z Students
Keywords:
Interpersonal Communication, Learning Satisfaction, Generation Z, Educational ManagementAbstract
This quantitative study examines the influence of teachers’ interpersonal communication competence on the learning satisfaction of Generation Z students in Indonesia in the digital era. Employing an explanatory research design, this study used Partial Least Squares Structural Equation Modeling (PLS-SEM) to analyze data collected from 50 students selected through purposive sampling. The findings indicate that teachers’ interpersonal communication competence has a positive, strong, and statistically significant effect on students’ learning satisfaction (β = 0.745, t = 6.440, p < 0.001). The model explains 55.5% of the variance in learning satisfaction, indicating a substantial explanatory power. In addition, the effect size value (f² = 1.247) demonstrates that interpersonal communication competence has a large practical contribution to students’ satisfaction with the learning process. The most prominent dimensions of teacher communication behavior are supportiveness and equality, reflected in teachers’ ability to act as approachable facilitators, provide timely and constructive feedback, and avoid rigid one-way communication patterns. These findings suggest that interpersonal communication remains essential in digital learning contexts, particularly for Generation Z students who expect responsive, inclusive, and interactive learning environments. Therefore, schools should strengthen teachers’ interpersonal and digital communication skills through continuous professional development programs to improve the quality, stability, and effectiveness of teaching and learning.
References
Aldiabat, K., Gharaibeh, M. K., & AlQudah, N. F. (2024). Assessment of student satisfaction with e-learning in Jordan using TAM and UTAUT as a mediator for synchronous and asynchronous learning. International Journal on Informatics Visualization, 8(3), 1361–1369.
Ariyanto, Z. R., Sari, N. P., Nurhidayah, O., Hikmahwati, R., Hayat, S., & Sulistyono, Y. (2023). Kajian fenomena kesenjangan generasi dalam konteks kehidupan kampus menurut perspektif ilmu komunikasi. Jurnal Ilmiah Ilmu Sosial, 9(2), 193–208. https://doi.org/10.23887/jiis.v9i2.70980
Baber, H. (2021). Modelling the acceptance of e-learning during the COVID-19 pandemic: A study based on TAM. International Journal of Management in Education, 15(4), 311–325.
Biesta, G. (2021). World-centred education: A view for the present. Routledge.
Dejacto, L. B., Valmorida, F. M. S., & Naparan, G. B. (2023). Challenges and coping strategies of intermediate teachers in handling Generation Z learners. International Journal of Theory and Application in Elementary and Secondary School Education (IJTAESE), 5(2), 117–128. https://doi.org/10.31098/jtaese.v5i2.1442
DeVito, J. A. (2022). The interpersonal communication book (16th ed.). Pearson.
Garrison, D. R. (2022). E-learning in the 21st century: A community of inquiry framework for research and practice. Routledge.
Hair, J. F., Hult, G. T. M., Ringle, C. M., & Sarstedt, M. (2022). A primer on partial least squares structural equation modeling (PLS-SEM) (3rd ed.). Sage Publications.
Han, J. H., & Sa, H. J. (2022). Acceptance of and satisfaction with online educational classes through the technology acceptance model (TAM): The COVID-19 situation in Korea. Asia Pacific Education Review, 23(3), 403–415.
Hendrastomo, G., & Januarti, N. (2023). The characteristics of Generation Z students and implications for future learning methods. Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran, 9(2), 484–496. https://doi.org/10.33394/jk.v9i2.7745
Hermawan, A., Muhammadi, A. M., & Gozali, A. F. (2023). Optimasi peningkatan engagement guru melalui penguatan efikasi diri, komunikasi interpersonal, budaya organisasi dan kepuasan kerja. Jurnal Syntax Admiration, 4(10), 1622–1634.
Ismail, I. A., & Febriyanti, A. (2022). The role of interpersonal communication between teachers and students to improve the success of the learning process. International Journal of Progressive Sciences and Technologies (IJPSAT), 30(2), 37–41.
Kohnová, L., Papula, J., & Salajová, N. (2021). Generation Z: Education in the world of digitization for the future of organizations. Proceedings of the 15th International Technology, Education and Development Conference (INTED2021), 10199–10208. https://doi.org/10.21125/inted.2021.2126
Nauraida, I. D., Sobri, A. Y., & Sultoni, S. (2024). Pengaruh sarana prasarana dan mutu layanan pendidikan terhadap kepuasan siswa Madrasah Tsanawiyah se-Kota Blitar. JAMP: Jurnal Administrasi dan Manajemen Pendidikan, 7(3), 293–316.
Pérez-Salas, C., Zañartu, I., Chávez-Castillo, Y., & Rodríguez-Díaz, V. (2025). The impact of perceived student engagement on teacher burnout: The mediating role of anger and the moderating role of the teacher-student relationship. Revista Española de Pedagogía, 83(291), 417–435. https://doi.org/10.22550/2174-0909.4460
Pimentel, M. M., Yap, L. A. M., & Luminate, G. M. (2026). Exploring the impact of intergenerational communication in managing the learning environment. International Journal of Research Studies in Education, 15(7). https://doi.org/10.5861/ijrse.2026.26826
Rahmawati, R., Subarno, A., & Rapih, S. (2024). Pengaruh hubungan interpersonal guru-siswa dan lingkungan sekolah terhadap motivasi belajar siswa di SMK Negeri 1 Banyudono. Jurnal Rimba: Riset Ilmu Manajemen Bisnis dan Akuntansi, 2(1), 258–276.
Ramadhani, R. D. P., Dewi, S. S., & Patisina, P. (2025). The role of interpersonal communication on learning motivation in junior high school students 37 Medan is mediated by student engagement. Sosioedukasi: Jurnal Ilmiah Ilmu Pendidikan dan Sosial, 14(3), 1729–1735. https://doi.org/10.36526/sosioedukasi.v14i3.6013
Rusydiana, I. (2025). Strategi pedagogi kreatif dalam menghadapi zero attention span pada siswa pengguna Tiktok dan Reels: Kajian literatur terhadap pendekatan pembelajaran era digital. Al-Mudarris: Journal of Education, 8(2). https://doi.org/10.46622/al-mudarris.v8i2
Sareong, I. P., & Supartini, T. (2020). Hubungan komunikasi interpersonal guru dan siswa terhadap keaktifan belajar siswa di SMA Kristen Pelita Kasih Makassar. Jurnal Ilmu Teologi dan Pendidikan Agama Kristen, 1(1), 29–42.
Sari, D., Nurseha, D. E., Mariam, G., Nofriendsyah, H., Sari, I. P., Hidayati, P., & Suresman, E. (2026). Analisis penyebab rendahnya pemahaman nilai Islam pada Generasi Z: Perspektif individu vs sistem pendidikan. Sujud: Jurnal Agama, Sosial dan Budaya, 2(2), 1179–1199. https://doi.org/10.63822/ze33rf75
Savin, P. S., Rusu, G., Prelipcean, M., & Barbu, L. N. (2024). Cognitive shifts: Exploring the impact of AI on Generation Z and Millennials. Proceedings of the International Conference on Business Excellence, 18(1), 223–232. https://doi.org/10.2478/picbe-2024-0019
Siregar, M. T. I., Maskuro, V. L., Mirrohmatillah, M., Kurnia, F. A., & Abrori, A. M. (2025). Peran pendidikan Islam di era kontemporer dalam menanamkan nilai akhlak mulia dan membangun karakter Gen Z di era disrupsi moral: Studi di Madrasah Diniyah Al-Khoirot Putri. QOSIM: Jurnal Pendidikan, Sosial & Humaniora, 3(4), 163–175.
Sugiyono. (2018). Metode penelitian kuantitatif, kualitatif, dan R&D. Alfabeta.
Tian, J., Zhang, M., Zhou, H., & Wu, J. (2021). College satisfaction, sense of achievement, student happiness and sense of belonging of freshmen in Chinese private colleges: Mediation effect of emotion regulation. International Journal of Environmental Research and Public Health, 18(22), Article 11736. https://doi.org/10.3390/ijerph182211736
Wajdi, M., Susanto, B., Sutiarso, M. A., & Hadi, W. (2024). Profile of generation Z characteristics: Implications for contemporary educational approaches. Kajian Pendidikan, Seni, Budaya, Sosial, dan Lingkungan, 1(1), 33–44.
Zahara, A. N., & Abdurohim. (2025). Gaya komunikasi guru dan dampaknya terhadap kesehatan mental siswa. AT-TAKLIM: Jurnal Pendidikan Multidisiplin, 2(7), 268–275.
Zheng, J. (2021). A functional review of research on clarity, immediacy, and credibility of teachers and their impacts on motivation and engagement of students. Frontiers in Psychology, 12, Article 712419. https://doi.org/10.3389/fpsyg.2021.712419
