Peran Student Well-Being dan School Climate terhadap Prestasi Akademik pada Siswa SMP Yayasan “X” Bandung

Chrisantiana, Trisa Genia; Theresia, Ellen

doi:10.28932/humanitas.v5i1.3523

Cited by 5 publications

(3 citation statements)

References 10 publications

(11 reference statements)

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“…Based on these unfavorable conditions, an effort to improve student well-being is needed. Cahyono et al (2021) also stated that students who achieve well-being have a feeling of comfort in school, there is selfacceptance, good relationship with others, no negative conditions are felt, and students can engage in the school community.…”

Section: Discussionmentioning

confidence: 99%

Enhancing Students’ Well-being: do Gender and Interpersonal Communication Matter?

Suwarti

Sety

Rahardjo

et al. 2022

J. learn. theory methodol.

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Study purpose. Building social interactions is challenging due to difficulties in communicating clearly and adjusting to new learning systems. Because of the Covid-19 pandemic, there is a significant difficulty with this. There is a need to promote student well-being because of this unfavorable situation, which undoubtedly makes it harder to achieve. This research aimed to study the effect of interpersonal communication on students’ well-being in view of their gender in students in grades X and XI at Madrasah Aliyah Negeri 2 Banyumas, Indonesia, during learning in the pandemic period. Materials and methods. This study used the quantitative method by testing simple linear regression and t-test. The study sample comprised a total of 265 students selected using the method of proportionate stratified random sampling. The instruments in this research used the scale of student well-being with reliability of (α Cronbach = 0.835), and the scale of interpersonal communication with reliability of (α Cronbach = 0.761). Results. The results of this study showed that 1) interpersonal communication has an effect of 20.1% on the variation of students’ well-being; 2) students’ well-being for male and female students was not significantly different. The interpersonal communication between male and female students, however, differed significantly. Conclusions. Therefore, according to this research, it is essential to practice the skill of interpersonal communication in order to be able to improve students’ well-being.

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Section: Discussionmentioning

confidence: 99%

Enhancing Students’ Well-being: do Gender and Interpersonal Communication Matter?

Suwarti

Sety

Rahardjo

et al. 2022

J. learn. theory methodol.

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“…The purpose of this research is to find out how the students' perceptions of fun learning interactions and how the different variables (grade level, gender, parental occupation, and class size) affect student well-being. Student well-being is defined as students feeling satisfied with themselves when interacting with others; feeling comfortable in the school environment; showing the emotional response experienced and not having negative conditions such as depression and excessive anxiety as well as deviant behavior in the school community because the school is an agent of change for the well-being of its students [10]. The deviant behavior of students can be seen by the teacher because they do not have the opposite enthusiasm of the students who are actively learning.…”

Section: Introductionmentioning

confidence: 99%

Students’ Perceptions of Fun Learning Interactions Towards Student Well-Being of Junior High School Students

Kristianti,

Harsono

2023

Advances in Social Science, Education and Humanities Research

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Schools and parents need to create a learning environment that is not boring, comfortable, or enjoyable for students. Classes that are comfortable and have adequate facilities will facilitate students learning process. Since teachers, parents, and students are all involved in the learning process, the conditions and context of the classroom strongly affect teacher-student interactions in schools, school facilities, and classroom context. This study aimed to determine how students perceive pleasant learning interactions and how various variables (grade level, gender, number of siblings, and father's last education) affect student wellbeing. This research employed quantitative methods, how to retrieve data using questionnaires from Google Form; descriptive survey model research will reveal the answers to the questions of what, how, and how much to determine opinions, perceptions, achievements, and motivations. The research study group included 344 junior high school students (randomly selected) from Mantingan during the 2022-2023 academic year. The data on the "Perception of fun learning" scale is measured using a Likert scale-data analysis is performed using the SPSS version 16.0 application programme. Gender, grade level, parental occupation, and class size were all tested using the T-test. The ANOVA test was used for class size, with comparisons made at a significance level of 0.05. The perceptions of students of pleasant learning interactions have resulted in student well-being. Student well-being is achieved when students' perceptions match their expectations. The school's involvement and parents' role have a significant impact on the achievement of student well-being.

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“…mempengaruhi prestasi akademik, dibedakan menjadi faktor internal, yaitu faktor yang terdapat dalam diri siswa, seperti taraf inteligensi, kesejahteraan (well-being), perasaan-sikapminat, motivasi belajar dan kondisi fisik. Sedangkan faktor eksternal antara lain lingkungan keluarga dan lingkungan sekolah (school climate)(Cahyono et al, 2021).…”

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Kepemimpinan Kepala Sekolah dalam Mewujudkan Student Wellbeing

M Husain,

Arifin,

Zulystiawati

2023

SJEM

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ABSTRAK Penelitian ini bertujuan untuk mendeskripsikan (1) program kepala sekolah dalam mewujudkan student wellbeing, (2) implementasi program kepala sekolah dalam mewujudkan student wellbeing. Penelitian ini menggunakan pendekatan kualitatif deskriftif. Teknik pengumpulan data menggunakan (1) wawancara, (2) observasi, (3) dokumentasi. Analisis data menggunakan alur (1) pengumpulan data, (2) reduksi data, (3) penyajian data, (4) penarikan kesimpulan. Pengecekan keabsahan data melalui (1) kredibilitas. Kredibilitas dilakukan melalui triangulasi sumber dan triangulasi metode. (1) Program kepala sekolah dalam mewujudkan student wellbeing dibidang akademik adalah dengan tercapainya target kurikulum yaitu peningkatan kompetensi yang dimiliki siswa dibidang akademik dan meningkatkan prestasi siswa melalui kegiatan dibidang non akademik seperti olimpiade sains dan FLS2N, program pembinaan karakter serta kearifan lokal. (2) Implementasi program kepala sekolah dalam mewujudkan student wellbeing dengan memberikan bimbingan dalam rangka meningkatkan profesionalisme guru dalam pengelolaan pembelajaran sehingga menghasilkan pembelajaran yang berpusat pada siswa. Untuk disarankan kepada: (1) Kepala sekolah: dengan adanya program student wellbeing yang merupakan paradigma baru dalam pendidikan dan merupakan program sekolah penggerak harus lebih memahami lagi berbagai inovasi dalam bidang pendidikan agar memberikan dampak positif bagi guru dan siswa. (2) Guru: proses pembelajaran guru diharapkan menggunakan metode yang mendukung pembelajaran student center atau berpusat pada siswa, sehingga siswa tidak hanya menjadi pendengar tetapi bisa juga menjadi narasumber. (3) Siswa: hendaknya terus mengasah, prestasi baik dibidang akademik maupun non akademik melalui berbagai kegiatan yang ada di sekolah. ABSTRACT This research aimed to describe (1) the principal’s program in creating student wellbeing and (2) the implementation of the principal’s program in creating student wellbeing. This research employed a descriptive qualitative approach, and the data were collected through interviews, observation, and documentation. The data were analyzed using data collection, reduction, display, and conclusion drawing. Meanwhile, the data validity was checked through (1) creadibility. Credibility was carried out through source triangulation and method triangulation. The findings were (1) the school principal’s program in creating student wellbeing in the academic field was achieved by achieving curriculum targets by inceasing the student’s competence in the academic field. Also, it was performed by increasing student achievement through activities in the non-academic field such as Science Olympiads and FLS2N, character-building programs, and local wisdom. (2) implementation of the principal’s program in creating student wellbeing was by guiding to increase teacher professionalism in learning management to produce student-centered learning. Suggestion: (1) to principals, with the existence of the student wellbeing program, which is a new paradigm in education, and Sekolah Penggerak (pioneer school program) must understand more about various innovations in education so that they have a positive impact on theachers and students, (2) to teachers: the teacher’s learning process is expected to utilize methods that support student-centered learning so that student’s should continue to bone their achievements in academic and non-academic field through various activities at school.

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Peran Student Well-Being dan School Climate terhadap Prestasi Akademik pada Siswa SMP Yayasan “X” Bandung

Cited by 5 publications

References 10 publications

Enhancing Students’ Well-being: do Gender and Interpersonal Communication Matter?

Enhancing Students’ Well-being: do Gender and Interpersonal Communication Matter?

Students’ Perceptions of Fun Learning Interactions Towards Student Well-Being of Junior High School Students

Kepemimpinan Kepala Sekolah dalam Mewujudkan Student Wellbeing

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