School Well Being Siswa Kota Jambi

Abstract

This study aims to describe the indicators of a school well-being program in Jambi City. This research was conducted with an open survey method (open ended questionnaire), the analysis was carried out by categorization, axial coding, percentage, and a description of each category. The sampling technique is random sampling. This study included 239 high school students in Jambi City as respondents. The results showed that the indicators of a school well-being consisted of school conditions (having), social relations (loving), school self-fulfillment (being), and health status had been achieved even though in each component there was still unsatisfactory achievement indicator status. The main priority in realizing the development of a school well-being program in Jambi City includes planning to prepare relaxing facilities according to student needs, the role of teachers, constructive collaboration between teachers and parents, and strengthening physical and psychological health services. The implementation of the welfare school program is the responsibility of schools and stakeholders so that it is necessary to prepare for strengthening policies in governance, long-term plans, sources of funds, implementation, and supervision from local, provincial, and even Ministry level agencies

Perilaku Seksual Berisiko Pada Remaja di Kabupaten Banyumas

“…Perubahan sosial yang umumnya adalah perasaan yang tidak stabil, pentingnya teman dekat/sahabat/peer group, berusaha mencari orang lain untuk disayangi selain kedua orang tua, dan masa-masanya mencari jati diri (Batubara, 2016). Remaja bisa saja mengalami kebingungan identitas jika remaja memaksakan suatu identitas dan tidak mampu mencapainya (Ekawati, Saputra, Periantalo, & Fadzlul, 2016). Hal inilah yang sering menyebabkan terjadinya perilaku menyimpang pada remaja.…”

The The Influence of School Well-Being on Learning Achievement of Full Day School of Elementary Students

“…In reality, there are still many aspects of student self-fulfillment that are not fulfilled, such as teacher inconsistency in providing free time outside of class, unscrupulous teachers who show favoritism to students, teachers who punish students with verbal violence, teacher inconsistency in using appropriate learning methods, and a lack of provision of various resources. learning, and teachers who expect too much from students in terms of learning (Ekawati & Saputra, 2021).…”