Pengaruh Iklim Sekolah terhadap Subjective Well Being Siswa SMP di Kota Bandung

Neng Nuraripiniati, Ihsana Sabriani Borualogo

Abstract


Abstract. School climate can affect student behavior when studying at school. Problematic student behavior often occurs at school including skipping school, lack of motivation in students, and acts of violence or bullying at school. This problem is related to how students perceive the school climate. Students who perceive the school climate positively can influence the student's subjective well being (SWB). When SWB students will tend to behave positively by showing self-involvement in the learning process at school, academic achievement, and better social function. The purpose of this research is to find out how the school climate and its aspects affect junior high school students SWB in the city of Bandung. This research is a causality research with a quantitative approach. The sampling technique used was stratified cluster random sampling with a sample size of 845 students. The data analysis technique used in this research is linear regression analysis technique. The results of this study are: (1) Students perceive the school climate positively as much as 97.04%. (2) The SWB level of students was mostly high, at 94.8%. (3) There is a significant effect of school climate on SWB. (4) Aspects that make a significant contribution to SWB are affective attachment to school and the prevalence of disturbing other students in school.

Keywords: School Climate, Subjective well being, Junir high school student

Abstrak. Iklim sekolah dapat mempengaruhi perilaku siswa ketika belajar di sekolah. Perilaku siswa yang bermasalah banyak terjadi di sekolah diantaranya bolos sekolah, kurangnya motivasi pada siswa, serta tindakan kekerasan atau perundungan di sekolah. Permasalahan ini berkaitan dengan bagaimana persepsi siswa mengenai iklim sekolah.  Siswa yang mempersepsikan iklim sekolah secara positif dapat mempengaruhi subjective well being (SWB) siswa tersebut. Ketika siswa SWB siswa akan cenderung berperilaku positif dengan menunjukkan keterlibatan diri dalam proses pembelajaran di sekolah, prestasi akademik, dan fungsi sosial yang lebih baik. Tujuan penelitian ini yaitu untuk mengetahui bagaimana iklim sekolah serta aspek-aspeknya mempengaruhi SWB siswa SMP di Kota Bandung.Penelitian ini merupakan penelitian kausalitas dengan pendekatan kuantitatif.Teknik pengambilan sampel yang digunakan yaitu Stratified Cluster Random Sampling dengan jumlah sampel 845 siswa. Adapun teknik analisis data yang digunakan dalam penelitian ini adalah teknis analisis regresi linear.Hasil dari penelitian ini adalah: (1) Siswa mempersepsikan iklim sekolah secara positif sebanyak 97.04%. (2) Tingkat SWB siswa sebagian besar tinggi sebanyak 94.8%. (3) Terdapat pengaruh yang signifikan iklim sekolah terhadap SWB. (4) Aspek yang memberikan kontribusi signifikan terhadap SWB yaitu keterikatan terhadap sekolah secara afektif dan prevalensi mengganggu siswa lain di sekolah.

Kata Kunci: Iklim Sekolah, Kesejahteraan Subjektif, Siswa SMP


Keywords


Iklim Sekolah, Kesejahteraan Subjektif, Siswa SMP

Full Text:

PDF

References


Adams, S., Reyes, F., Savahl, S., & Varela, J. J. (2019). Examining the relationship among bullying, school climate and adolescent well-being in Chile and South Africa: A cross cultural comparison. Child Indicators Research. https://doi.org/10.1007/s12187-019-09648-0

Archambault, I., Janosz, M., Morizot, J., & Pagani, L. (2009). Adolescent behavioral, affective, and cognitive engagement in school: Relationship to dropout. Journal of School Health, 79, 408–415.

Barber, B. K., & Olsen, J. A. (2004). Assessing the transitions to middle and high school. Journal of Adolescent Research, 19, 3–30.

Borualogo, I. S., & Gumilang, E. (2019). Kasus perundungan anak di jawa barat: temuan awal children’s worlds survey di indonesia. Jurnal Ilmiah Psikologi, 6(1) 15-30. https://doi.org/10.15575/psy.v6i1.4439

Borualogo, I. S., Wahyudi, H., & Kusdiyati, S. (2020). Prediktor perundungan siswa sekolah dasar. Jurnal Ilmiah Psikologi Terapan, 8(1), 35. https://doi.org/10.22219/jipt.v8i1.9841

Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. USA : Harvard University Press

Cohen, J., Mccabe, E. M., Michelli, N. M., Pickeral T. (2009) . School climate: research, policy, practice, and teacher education. School Climate Research and Educational Policy, 111(1), 180–213.

Cornell, D., Shukla, K., & Konold, T. R. (2016). Authoritative school climate and student academic engagement, grades, and aspirations in middle and high schools. 2(2), 1–18. https://doi.org/DOI: 10.1177/2332858416633184 ©

Diener, E. (2006). Guidelines for national indicators of subjective well-being and III-Being. Journal of Happiness Studies, 7,397–404.

Eccles, J. S. (1999). The development of children ages 6 to 14. Future of Children. https://doi.org/10.2307/1602703

Eccles, J. S. (2004). Schools, academic motivation, and stage-environment fit. Handbook of adolescent psychology, 2,125–153.

Eccles, J. S., & Roeser, R. W. (2010). An ecological view ofschools and development. In J. L. Meece & J. S. Eccles (Eds.), Handbook of research on schools, schooling, and human development, 6–21. New York: Routledge.

Eccles, J. S., Midgley, C., Wigfield, A., Buchanan, C. M., Reuman, D., Flanagan, C., & Iver, D. M. (1993). Development during adolescence. The impact ofstage-environment fit on young adolescents’ experiences in schools and in families. The American Psychologist, 48(2), 90–101. doi:10.1037/0003-066X.48.2.90.

Henry, D. B., Tolan, P. H., Gorman-Smith, D., & Schoeny, M. E. (2012). Risk and direct protective factors for youth violence: Results from the centers for disease control and prevention’s multisite violence prevention project. American Journal of Preventive Medicine, 43, 67–75. https://doi.org/10.1016/j.amepre.2012.04.025

Konold, T., Cornell, D., Shukla, K., & Huang, F. (2016). Racial/Ethnic Differences in Perceptions of School Climate and Its Association with Student Engagement and Peer Aggression. Journal of Youth and Adolescence, 46(6), 1289–1303. https://doi.org/10.1007/s10964-016-0576-1

Lee, J. (2011, Maret). President Obama & the First Lady at the White House Conference on Bullying Prevention. the WHITE HOUSE PRESIDENT BARACK OBAMA. https://obamawhitehouse.archives.gov/blog/2011/03/10/president-obama-first-lady-white-house-conference-bullying-prevention

Lerner, R. M. (2006). Developmental science, developmental systems, and contemporary theories of human development. In R. A. Lerner (Ed.), Handbook ofchild psychology: Vol. 1, Theoretical models ofhuman development (6th ed., 1–17). Hoboken: Wiley.

Li, Y., & Lerner, R. M. (2011). Trajectors of school engagement during adolescence: Implications for grade, depression, delinquency, and substance use. Developmental Psychology, 47, 233–347. doi:10.1037/a0021307

Maehr, M., & Midgley, C. (1996). Transforming school cultures: Lives in context. Boulder, CO: Westview Press

Pellerin, L. A. (2005). Applying Baumrind’s parenting typology to high schools: Toward a middle range theory of authoritative socialization. Social Science Research, 34, 283–303. http://dx.doi.org/10.1016/j .ssresearch.2004.02.003

Santrock, J.W. (2002). Life Span Development (Perkembangan Masa Hidup, Jilid 2, Penerjemah: Chusairi dan Damanik). Jakarta: Erlangga.

Savahl, S., Montserrat, C., Casas, F., Adams, S., Tiliouine, H., Benninger, E., & Jackson, K. (2019). Children’s Experiences of Bullying Victimization and the Influence on Their Subjective Well-Being: A Multinational Comparison. Child Development, 90(2), 414–431. https://doi.org/10.1111/cdev.13135

Schimmel, J. (2009). Development as happiness: The subjective perception of happiness and UNDP‟s analysis of poverty, wealth and development. Journal of Happiness Studies, 10(1), 93-111.

Sutherland, A. E. (2010). The Roles of School Climate and Peers in Bullying. A Thesis Presented to the Department of Psy- chology Queen’s University. Ottawa: Published Heritage Branch, Inc.

Varela, J. J., Sirlopú, D., Melipillán, R., Espelage, D., Green, J., & Guzmán, J. (2019). Exploring the influence school climate on the relationship between school violence and adolescent subjective well-being. Child Indicators Research, 12(6), 2095–2110. https://doi.org/10.1007/s12187-019-09631-9

Wigfield, A., & Eccles, J. S. (2002). Students’ motivation during the middle school years. In J. Aronson (Ed.), Improving academic achievement: Impact of Psychological factors on education (pp. 159–184). San Diego, CA: Academic Press.




DOI: http://dx.doi.org/10.29313/.v6i2.22343

Flag Counter