Kontribusi Faktor Classroom Context terhadap School Engagement aada Siswa Berprestasi Kelas XI Mipa SMA Negeri 2 Padalarang

Munadya Hasna Dewi, Temi Damayanti Djamhoer

Abstract


Abstract. Outstanding student from XI Mipa at Padalarang 2 Senior High School showed excellence in academics and also showed involvement in schools such as class discussions, did not leave class for no apparent reason, felt part of the school, and thought that school was a step to success. Factors that encourage students to excel include teachers who use fun teaching methods, friends who support each other, and assignments that encourage students to learn independently. The purpose of this study was to determine the classroom context factors that most contribute to school engagement in high achieving students. The method used in this study is the regression method. Subjects in this study were 55 outstanding students from class XI majoring in Mathematics and Natural Sciences. Measurement of school engagement variables is carried out using the Behavioral-Emotional-Cognitive School engagement (BEC-SES) measurement tool from Yibing Li & Richard Learner (2012), while the classroom context variable measurement tool is created by researchers by referring to the School engagement factors theory of Fredricks, Blumenfied, & Paris (2004). Based on the results of data processing, students in the high school engagement category numbered 74.5% and students in the low school engagement category totaled 25.5%. In students with high school engagement categories, the classroom context factors that most contributed were aspects of task characteristics with a coefficient of 0,000, aspects of teacher support with a coefficient of 0.027, and aspects of class structure with a coefficient of 0.037. Whereas in students with a low school engagement category, there is no classroom context factor that contributes to the value of sig. > 0.05.

Keywords: Student Achievement, School engagement, Classroom context

 

Abstrak. Siswa berpestasi kelas XI Mipa di SMA Negeri 2 Padalarang menunjukkan keunggulan dalam bidang akademik dan juga menunjukkan keterlibatan di sekolah seperti diskusi di kelas, tidak meninggalkan kelas tanpa alasan yang jelas, merasa menjadi bagian dari sekolah, dan berpikir bahwa sekolah adalah batu loncatan untuk menjadi suskses. Faktor-faktor yang mendorong siswa untuk berprestasi diantaranya adalah guru yang menggunakan metode pengajaran yang menyenangkan, teman-teman yang saling mendukung, dan tugas-tugas yang diberikan mendorong siswa untuk belajar mandiri. Tujuan penelitian ini untuk mengetahui faktor-faktor classroom context yang paling berkontribusi terhadap school engagement pada siswa berprestasi. Metoda yang digunakan dalam penelitian ini adalah metode regresi. Subjek dalam penelitian ini berjumlah 55 siswa berprestasi dari kelas XI jurusan MIPA. Pengukuran variabel school engagement dilakukan menggunakan alat ukur The Behavioral-Emotional-Cognitive School engagement (BEC-SES) dari Yibing Li & Richard Learner (2012), sedangkan variabel classroom context dibuat oleh peneliti dengan mengacu pada teori faktor-faktor School engagement dari Fredricks, Blumenfied, & Paris (2004). Berdasarkan hasil pengolahan data, siswa dengan kategori school engagement tinggi berjumlah 74.5% dan siswa dengan kategori school engagement rendah berjumlah 25.5%. Pada siswa dengan kategori school engagement tinggi, faktor classroom context yang paling berkontribusi ialah aspek karakteristik tugas dengan koefisiensi 0.000, aspek dukungan guru dengan koefisiensi 0.027, dan aspek struktur kelas dengan koefisiensi 0.037. Sedangkan pada siswa dengan kategori school engagement rendah tidak terdapat faktor classroom context yang berkontribusi karena nilai sig. >0.05.

Kata Kunci: Siswa Berprestasi, School engagement, Classroom context


Keywords


Siswa Berprestasi, School Engagement, Classroom Context

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References


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