Pengaruh Resiliensi Terhadap Student Engagement Pada Remaja SMA Selama Masa Pandemi Covid-19

Shamira Aulia Ifthinah, Sulisworo Kusdiyati

Abstract


Abstract. During Distance Learning students feel academic stressors such as studying, lack of concentration, social interaction, and lack of interaction with teachers and peers.  The appreciation of academic stressors in individuals can be high or low.  Individuals who experience low academic stress are individuals who can get out of stressful situations so that they can bounce back while those who experience high academic stress are the opposite.  In minimizing the emergence of stress or academics and developing student involvement, resilience is needed. If students feel stress in academics, it can be countered with resilience to increase involvement in learning.  This study aims to determine the effect of resilience on the involvement of adolescent high school students during the COVID-19 pandemic.  The method in this study uses the causality method. The measuring instruments used are Student Life-Stress Inventory (SLSI) from Gadzella, Connor-Davidson Resilience Scale (CD-RISC) from Connor & Davidson, and Online Student Engagement (OSE) from Dixson.  The respondents were high school teenagers in West Java Province who found 680 people.  The study used a convenience sampling technique.  The data analysis technique used regression analysis.  The results showed that resilience had a positive effect on student engagement (p<.05; =.511).  The contribution of resilience to student engagement is 26.1% (R2 = 26.1%).

Keywords: Pandemic COVID-19, Adolescence, Resilience, Academic Stress, Studenr Engagement 

Abstrak. Saat Pembelajaran Jarak Jauh siswa merasakan stressor-stressor akademik seperti tuntutan belajar, kurangnya konsentrasi, interaksi sosial dan kurangnya engagement dengan guru maupun teman sebaya . Penghayatan stressor akademik pada individu dapat tinggi maupun rendah. Individu yang mengalami stres akademik rendah adalah individu yang dapat keluar dari situasi penuh tekanan sehingga dapat bounching back sementara yang mengalami stres akademik tinggi sebaliknya. Dalam meminimalisir munculnya stressor akademik dan mengembangkan student engagement  maka dibutuhkan resiliensi .Apabila siswa merasakan adanya stressor dalam akademik dapat dilawan dengan resiliensi sehingga dapat meningkatkan engagement dalam belajar. Penelitian ini bertujuan untuk mengetahui pengaruh resiliensi terhadap student engagement remaja SMA  selama masa pandemi COVID-19. Metode dalam penelitian menggunakan metode kausalitas.Alat ukur yang digunakan, Student Life-Stress Inventory (SLSI) dari Gadzella , Connor- Davidson Resilience Scale (CD-RISC) dari Connor & Davidson dan Online Student Engagement (OSE) dari Dixson. Responden adalah remaja SMA di Provinsi Jawa Barat yang berjumlah 680 orang. Penelitian menggunakan teknik convenience sampling. Teknik analisis data menggunakan analisis regresi. Hasil penelitian menunjukkan resiliensi berpengaruh positif terhadap student engagement (p<,05; β=.511). Kontribusi resiliensi terhadap student engagement sebesar 26,1% ( R2=26,1 %) .

Kata Kunci: Pandemi COVID-19, Remaja, Resiliensi, Stres Akademik , Student Engagament


Keywords


Pandemi COVID-19, Remaja, Resiliensi, Stres Akademik , Student Engagament

Full Text:

PDF

References


Afina, R. L. H. N., & Kusdiyati, S. (2020). Pengaruh Iklim Kelas Terhadap Student Engagement pada Mahasiswa Universitas Islam Bandung. 6, 1–4.

Apriningtyas Budiyati, G., Oktavianto Jurusan Keperawatan, E., Surya Global, S., & Ringroad Selatan, J. (2020). Stres Dan Resiliensi Remaja Di Masa Pandemi Covid-19. Husada Mahakam : Jurnal Kesehatan, 10(2), 11–18. https://doi.org/10.35963/hmjk.v10i2.227

Barseli, M., Ahmad, R., & Ifdil, I. (2018). Hubungan stres akademik siswa dengan hasil belajar. Jurnal EDUCATIO: Jurnal Pendidikan Indonesia, 4(1), 40. https://doi.org/10.29210/120182136

Connor, K. M., & Davidson, J. R. T. (2003). Development of a new Resilience scale: The Connor-Davidson Resilience scale (CD-RISC). Depression and Anxiety, 18(2), 76–82. https://doi.org/10.1002/da.10113

Della Tri Damayamti; Alviyatun Masitoh. (2020). Strategi Koping Siswa Dalam Menghadapi Stres Akademik Di Era Pandemi Covid-19. Journal of Multidisciplinary Studies, 4(December), 185–198. http://ejournal.iainsurakarta.ac.id/index.php/academica/article/view/3167

Dixson, M. D. (2015). Measuring student engagement in the online course: the Online Student Engagement scale (OSE).(Section II: Faculty Attitudes and Student Engagement)(Report). Online Learning Journal (OLJ), 19(4), 143.

Ellis, W. E., Dumas, T. M., & Forbes, L. M. (2020). Physically isolated but socially connected: Psychological adjustment and stress among adolescents during the initial COVID-19 crisis. Canadian Journal of Behavioural Science, 52(3), 177–187. https://doi.org/10.1037/cbs0000215

Finn, J. D., & Rock, D. A. (1997). Academic success among students at risk for school failure. Journal of Applied Psychology, 82(2), 221–234. https://doi.org/10.1037/0021-9010.82.2.221

Gadzella, B. M. (2004). Three Stress groups on their stressors and reactions to stressors in five studies. Psychological Reports, 94(2), 562–564. https://doi.org/10.2466/pr0.94.2.562-564

Gadzella, Bemadette, BaloÄŸlu, M., Masten, W., & Wang, Q. (2012). Evaluation of the Student Life-stress Inventory-Revised.

Gadzella, Bernadette, Baloglu, M., Masten, W., & Wang, Q. (2012). Evaluation of the Student Life-Stress Inventory-Revised. Journal of Instructional Psychology, 39(2), 82.

Goo, F., Mei, Q., & Guo, C. (2020). Relationship between depression and student engagement of senior high school students and the mediating role of resilience. Revista Argentina de Clinica Psicologica, 29(1), 14–20. https://doi.org/10.24205/03276716.2020.3

Hill, K., & Fitzgerald, R. (2020). Student Perspectives on the Impact of COVID-19 on Learning. Aishe-J, 12(2), 1–10.

Jones, G., & Lafreniere, K. (2014). Exploring the Role of School Engagement in Predicting Resilience Among Bahamian Youth. Journal of Black Psychology, 40(1), 47–68. https://doi.org/10.1177/0095798412469230

Juwita, Y., & Kusdiyati, S. (2015). Hubungan antara parent involvement dengan student engagement pada siswa kelas XI di SMK TI Garuda Nusantara Cimahi. Prosiding Penelitian Sivitas Akademika UNISBA, 252–261. http://karyailmiah.unisba.ac.id/index.php/psikologi/article/view/1211#:~:text=Terutama pada siswa kelas XI,prestasi akademik dibawah rata-rata.&text=Artinya%2C semakin negatif parent involvement,SMK TI Garuda Nusantara Cimahi.

Lubis, H., Ramadhani, A., & Rasyid, M. (2021). Stres Akademik Mahasiswa dalam Melaksanakan Kuliah Daring Selama Masa Pandemi Covid 19. Psikostudia : Jurnal Psikologi, 10(1), 31. https://doi.org/10.30872/psikostudia.v10i1.5454

Pigaiani, Y., Zoccante, L., Zocca, A., Arzenton, A., Menegolli, M., Fadel, S., Ruggeri, M., & Colizzi, M. (2020). Adolescent Lifestyle Behaviors, Coping Strategies and Subjective Wellbeing during the COVID-19 Pandemic: An Online Student Survey. Healthcare, 8(4), 472. https://doi.org/10.3390/healthcare8040472

Putra, S. D. (2018). Uji Validitas Konstruk Pada Instrumen Student-Life Stress Inventory Dengan Metode Confirmatory Factor Analysis. Jurnal Pengukuran Psikologi Dan Pendidikan Indonesia (JP3I), 4(3), 1–11. https://doi.org/10.15408/jp3i.v4i3.9298

Ratnaningsih, I. ., Prihatsanti, U., & Prasetyo, A. R. (2018). Perbedaan student engagement pada mahasiswa ditinjau dari jenis kelamin dan masa studi. Prosiding Seminar Nasional PSIK, 2002, 67–73.

Rinaldi. (2010). Resiliensi Pada Masyarakat Kota Padang Ditinjau Dari Jenis Kelamin the Resilience Difference in Padang City People Based on Gender. Jurnal Psikologi, 3, 99–105.

Rodríguez-Fernández, A., Ramos-Díaz, E., & Axpe-Saez, I. (2018). The Role of Resilience and Psychological Well-Being in School Engagement and Perceived Academic Performance: An Exploratory Model to Improve Academic Achievement. Health and Academic Achievement. https://doi.org/10.5772/intechopen.73580

Wahyudi, A. (2020). Model Rasch: Analisis Skala Resiliensi Connor-Davidson Versi Bahasa Indonesia. Advice: Jurnal Bimbingan Dan Konseling, 2(1), 28. https://doi.org/10.32585/advice.v2i1.701




DOI: http://dx.doi.org/10.29313/.v0i0.28392

Flag Counter    Â