PERAN DUKUNGAN SOSIAL ORANGTUA, TEMAN SEBAYA, DAN GURU TERHADAP SCHOOL WELL-BEING SISWA PESANTREN X
Article Sidebar
Main Article Content
Abstract
Islamic boarding schools’ education has its own challenges, higher academic loads, longer duration, and other rules that need to be followed. Students' experiences in school will shape students' judgment of their school. Students’ judgment toward their school is defined as school well-being. Researches said that social support has roles in several school well-being dimensions. But there is no research linking social support with a whole school well-being’s dimension. In addition, studies on social support variables (parents, teachers, and peers) and school well-being in the context of Islamic boarding schools are still limited. This study examines the role of parents’, peer groups’, and teachers’ social support in X Islamic Boarding School regarding student’s School Well-Being. This quantitative research, with purposive sampling technique, include 115 teenagers who live in X boarding school. X Islamic boarding school is a modern Islamic boarding school, accredited with C grade, and most of the students come from disadvantaged families. Subject’s average age is 17 years old with (33.9%) boys and (66.1%) girls. Data analysis was done with correlation and regression descriptive statistics. The main result of the research shows that parent’s, peer groups’, and teacher’s social support have no role in X boarding school student’s school well-being (F=0,785, p=0,505>0,05). Further researches data shows parent’s support, peer groups’ support, teacher’s support and school well-being in X Islamic boarding school classified as quiet high. Although, dimension having and being, classified as quiet low. Furthermore, there are parents’, peer groups’ and teachers’ social support role in school well-being’s loving dimension.
Pendidikan pesantren memiliki tantangan tersendiri, seperti beban akademis yang lebih tinggi, waktu yang lebih panjang, dan berbagai peraturan yang harus dijalankan. Pengalaman siswa di sekolah akan membentuk penilaian siswa terhadap sekolahnya. Penilaian siswa akan sekolahnya disebut school well-being. Beberapa penelitian menunjukkan dukungan sosial memiliki peran dalam beberapa dimensi dalam school well-being. Namun belum ada penelitian yang menghubungkan dukungan sosial dengan school well-being secara menyeluruh. Selain itu kajian mengenai varibel dukungan sosial (orangtua, guru, dan teman sebaya) dan school well-being dalam konteks pesantren atau sekolah asrama masih terbatas. Penelitian ini bertujuan menguji peran dukungan sosial orangtua, teman sebaya, dan guru terhadap school well-being di pesantren X. Sebanyak 115 remaja menjadi sampel diambil dengan purposive sampling yang berasal dari pesantren X. Pesantren X adalah pesantren modern, terakreditasi C, dan sebagian besar siswa adalah kaum dhuafa. Rerata subyek adalah 17 tahun dengan jenis kelamin laki-laki (33,9%) dan perempuan (66,1%). Analisis data dilakukan dengan statistik deskriptif, uji korelasi, dan regresi. Hasil utama penelitian menunjukkan tidak terdapat peran dukungan sosial orangtua, teman sebaya, dan guru terhadap school well-being pada siswa pesantren X (F=0,785, p=0,505>0,05). Hasil penelitian tambahan menunjukkan gambaran dukungan orangtua, dukungan teman sebaya, dukungan guru, dan school well-being pesantren X tergolong cukup tinggi. Namun pada gambaran dimensi having dan being torgolong cukup rendah. Selanjutnya, terdapat peran dukungan sosial orangtua, dukungan sosial teman, dan dukungan sosial guru terhadap dimensi loving pada variabel school well-being.
Article Details
References
Aldrup, K., Klusmann, U., Lüdtke, O., Göllner, R., & Trautwein, U. (2018). Social support and classroom management are related to secondary students’ general school adjustment: A multilevel structural equation model using student and teacher ratings. Journal of Educational Psychology,1-18. doi: http://dx.doi.org/10.1037/edu0000256
Alvina, S., & Dewi, F. I. R. (2016). Pengaruh harga diri dan dukungan sosial terhadap resiliensi mahasiswa dengan pengalaman bullying di perguruan tinggi. Jurnal Psikologi Psibernetika, 9(2), 156-162.
Campbell, J. D., Yoon, D. P., & Johnstone, B. (2010). Determining relationships between physical health and spiritual experience, religious practice, and congregational support in a heterogeneous sample. Journal of Religion and Health, 49, 3-17.
Cataldi, E. F., Laird, J., & Kewalramani, A. (2009). High school dropout and completion rates in the United States:2007. Washington: National Center for Education Statistics.
Chiang, J. J., Saphire-Bernstein, S., Kim, H. S., Sherman, D. K., & Taylor, S. E. (2012). Cultural differences in the link between supportive relationships and proinflammatory cytokines. Social Psychological and Personality Science, 4, 511-520.
East, P. L., Hess, L. E., & Lerner, R. M. (1987). Peer social support and adjustment of early adolescent peer groups. The Journal of Early Adolescence, 7(2), 153-163.
Grey, R. G. K., Uchino, B. N., Trettevik, R., Cronan, S., & Hogan, J. N. (2018). Social support and sleep: A meta-analysis. Health Psychology, 37(8), 787–798.
Johnson, D. W., & Johnson, F. P. (2013). Joining together: Group theory and group skills. London: Pearson Education Limited.
Halimah, L., Kusdiyati, S., & Susandari. (2017). Pengaruh konteks teman sebaya terhadap keterlibatan belajar dengan mediator self-system processes. Psymphatic, 4(2), 265-274.
Hamdana, F., & Alhamdu. (2015). Subjective well-being siswa Man 3 Palembang yang tinggal di asrama. Psikis, 1(1), 95-104.
Heine, S. J. (2016). Cultural psychology (3rd ed.). New York: W. W. Norton & Company.
Huston, A. C. & Bentley, A. C. (2010). Human development in societal context. Annual Review of Psychology, 61, 411-437.
Kim, H. S., Sherman, D. K., Ko, D., & Taylor, S. E. (2006). Pursuit of comfort and pursuit of harmony: Culture, relationships, and social support seeking. Personality and Social Psychology Bulletin, 32, 1595-1607.
King, L. A. (2011). The science of psychology (2nd ed.). New Yok: McGraw Hill.
Konu, A., & Rimpela, M. (2002). Well-being in schools: A conceptual model. Health Promotion International, 17(1), 79-87.
Leme, V. B. R., Prette, Z. A. P. D., & Coimbra, S. (2015). Social skills, social support and well-being in adolescents of different family configurations. Paidéia, 25(60), 9-18.
Malwa, R. U. (2017). Dukungan sosial orangtua dengan motivasi belajar siswa putra tahfidz Al-quran. Psikis, 3(2), 137-144.
Malecki, C. K., Demaray, M. K., & Elliott, S. N. (2000). The child and adolescent social support scale. DeKalb: Northern Illinois University
Mani, A., Mullainathan, S., Shafir, E., & Zhao, J. (2013). Poverty impedes cognitive function. Science, 341, 976-980.
Maulina, R. (2011). Boarding school tombak kesuksesan pendidikan berkarakter [Web log post]. Diunduh dari https://www.kompasiana.com/rufidz/boarding-school-tombak-kesuksesan- pendidikan-berkarakter_550b16a28133117713b1e51d
McCullough, M. E., & Willoughby, B. L. (2009). Religion, self-regulation, and self-control associations, explanations, and implications. Psychological Bulletin, 135, 69-93.
Mojaverian, T., & Kim, H. S. (2013). Interpreting a helping hand cultural variation in the effectiveness of solicited and unsolicited social support. Personality and Social Psychology Bulletin, 39, 88-99.
Nugroho, A. (2011). Mengintip sekolah Islam modern berasrama. BBC Indonesia. Diunduh dari http://www.bbc.com
Papalia, D. E. & Feldman, R. D. (2012). Experience human development (12th ed.). New York: McGraw-Hill
Setyawan, I., & Dewi, K. S. (2015). Kesejahteraan sekolah ditinjau dari orientasi belajar mencari makna dan kemampuan empati siswa sekolah menengah atas. Jurnal Psikologi Undip, 14(1), 9-20.
Solomon, P. (2004). Peer support/peer provided services underlying processes, benefits, and critical ingredients. Psychiatric Rehabilitation Journal, 27(4), 392- 401.
Su, C., Ma, L., Hewitt, P. L., Flett, G. L., & Guo, L. (2012). Perfectionism, educational stress, and academic burnout in chinese adoloscents. Paper presented at the American Psychological Association 2012 Convention Presentation.
Taylor, S. E., Sherman, D. K., Kim, H., Jarcho, J. S., Takagi, k., & Dunagan, M. S. (2004).Cultural and social support: Who seeks it and why. Journal of Personality and Social Psychology, 87, 354-362.
Taylor, S. E., Welch, W. T., Kim, H. S., & Sherman, D. K. (2007). Cultural differences in the impact of social support on psychological and biological stress responses. Psychological Science, 18, 831-837.
Tian, L., Liu, B., Huang, S., & Huebner. E. S. (2013). Perceived social support and school well-being among chines early dan middle adolescents: The mediational role of self-esteem. Social Indicators Research, 113, 991-1008.
Tian, L., Zhao, J., & Huebner, E. S. (2015). School-related social support and subjective well- being in school among adolescents: The role of self-system factors. Journal of Adolescence, 45, 138-148.
Usman, I. (2013). Kepribadian, komunikasi, kelompok teman sebaya, iklim sekolah dan perilaku bullying. Humanitas, 10(1), 49-60.
Zulaikhah, S. (2017). Hubungan antara persepsi dukungan sosial orangtua dan iklim sekolah dengan kepuasan hidup pada remaja awal (Tesis Master, Universitas Gadjah Mada). Diunduh dari http://etd.repository.ugm.ac.id