A Study on Social Interaction Patterns Between Male Students and Teachers at The Kaltara Tarakan Health Vocational School

Abstract

Social interaction between teachers and students plays a crucial role in creating an effective learning environment and fostering students' social development. This study aimed to explore the patterns of social interaction between male students and teachers at SMK Kesehatan Kaltara Tarakan. A qualitative descriptive approach was employed, involving male students from grades X, XI, and XII, as well as male and female teachers selected through purposive sampling. Data were collected through semi-structured interviews, participant observation, and documentation, and analyzed using the interactive model of Miles, Huberman, and Saldaña supported by NVivo software. The findings revealed that democratic interaction patterns were the most dominant, characterized by two-way communication and respect for students’ opinions. Liberal interaction patterns were identified through guided learning freedom, where students were given opportunities to develop according to their interests and abilities under teacher supervision. Meanwhile, feudal interaction patterns were found only in the form of teacher control and instructional delivery, without indicating authoritarian domination. The findings also showed that male students tended to feel more comfortable interacting with male teachers because they perceived them as more relaxed and approachable. Overall, the interaction patterns at SMK Kesehatan Kaltara Tarakan reflect a learning environment characterized by openness, participation, and mutual respect, which support students’ academic and social development.