Students’ Perceptions of Fun Learning Interactions Towards Student Well-Being of Junior High School Students

Abstract

Schools and parents need to create a learning environment that is not boring, comfortable, or enjoyable for students. Classes that are comfortable and have adequate facilities will facilitate students learning process. Since teachers, parents, and students are all involved in the learning process, the conditions and context of the classroom strongly affect teacher-student interactions in schools, school facilities, and classroom context. This study aimed to determine how students perceive pleasant learning interactions and how various variables (grade level, gender, number of siblings, and father's last education) affect student wellbeing. This research employed quantitative methods, how to retrieve data using questionnaires from Google Form; descriptive survey model research will reveal the answers to the questions of what, how, and how much to determine opinions, perceptions, achievements, and motivations. The research study group included 344 junior high school students (randomly selected) from Mantingan during the 2022-2023 academic year. The data on the "Perception of fun learning" scale is measured using a Likert scale-data analysis is performed using the SPSS version 16.0 application programme. Gender, grade level, parental occupation, and class size were all tested using the T-test. The ANOVA test was used for class size, with comparisons made at a significance level of 0.05. The perceptions of students of pleasant learning interactions have resulted in student well-being. Student well-being is achieved when students' perceptions match their expectations. The school's involvement and parents' role have a significant impact on the achievement of student well-being.