Peran Lingkungan Belajar terhadap Prestasi Akademik Siswa Sekolah Dasar: A Systematic Literature Review
DOI:
https://doi.org/10.61104/ihsan.v4i2.5787Keywords:
Iklim kelas, lingkungan belajar, prestasi akademik, sekolah dasar, systematic literature review.Abstract
Prestasi akademik siswa sekolah dasar dipengaruhi oleh berbagai faktor, salah satunya adalah kualitas lingkungan belajar yang mencakup dimensi fisik, psikososial, dan sosio-emosional. Penelitian ini bertujuan untuk mengidentifikasi, mengevaluasi, dan mensintesis bukti-bukti empiris terkini mengenai peran lingkungan belajar terhadap prestasi akademik siswa sekolah dasar. Metode yang digunakan adalah systematic literature review dengan protokol PRISMA. Penelusuran literatur dilakukan pada basis data SINTA, Scopus, dan Google Scholar dengan rentang tahun 2021 hingga 2026. Dari total 250 artikel yang teridentifikasi, sebanyak 13 artikel memenuhi seluruh kriteria inklusi dan diikutsertakan dalam sintesis akhir. Hasil kajian menunjukkan bahwa dimensi fisik lingkungan belajar, berupa kualitas fasilitas dan kondisi ruang kelas, secara langsung memengaruhi fokus dan retensi belajar siswa. Dimensi psikososial yang mencakup iklim kelas, interaksi guru-siswa, dan keterlibatan teman sebaya terbukti bekerja melalui mediasi motivasi dan keterlibatan belajar. Adapun dimensi sosio-emosional yang berpusat pada ekosistem keluarga memengaruhi prestasi melalui mekanisme resiprokal yang melibatkan harga diri dan interaksi sosial. Kesimpulan kajian ini menegaskan bahwa ketiga dimensi lingkungan belajar beroperasi secara sinergis dan saling menopang dalam membentuk capaian akademik siswa sekolah dasar. Implikasi praktis dari temuan ini mendorong perlunya pendekatan holistik yang mengintegrasikan perbaikan lingkungan fisik, penguatan iklim psikososial, dan pemberdayaan ekosistem keluarga secara simultan dalam upaya peningkatan mutu pendidikan dasar.
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