Information for Reviewer
User
Language
Visitor Statistics
 

Mediapsi Visitor Statistics

Notifications

Model Suasana Kelas yang Mensejahterakan Siswa Tingkat Pendidikan Dasar

Rahmat Aziz, Nur Ahmad Hardoyo Sidik, Trimansyah Trimansyah, Nur Khasanah, Nurul Mahruzah Yulia
  Mediapsi, Vol 6, No 2 (2020),  94-101  

Abstract


The students’ well-being is an educational issue that has recently received great attention from various parties, be they academicians, politicians, and policymakers. This research aimed to test the role of classroom climate in enhancing students’ well-being. A correlational study in our work revealed that overall, among a sample of 300 grade V and grade VI students in elementary schools and madrasah ibtidaiyah in East Java, classroom climate positively and significantly predicted students’ well-being. The classroom climate promoted students’ well-being particularly when it took shape via task orientation and when it encouraged solidarity, cooperation, and involvement among students, as well as the perceived teacher justice. Aspects of classroom climate which were suboptimal in explaining students’ well-being included teacher support and learning inquiry.

Kesejahteraan siswa baru-baru ini merupakan isu pendidikan yang mendapat perhatian serius dari berbagai pihak, baik akademisi, politisi, maupun pembuat kebijakan. Penelitian ini bertujuan untuk menguji sejauh mana suasana kelas berperan dalam meningkatkan kesejahteraan siswa. Subjek penelitian adalah 300 siswa kelas V dan VI sekolah dasar dan madrasah ibtidaiyah yang ada di Jawa Timur. Studi korelasional dalam penelitian ini menunjukkan bahwa secara keseluruhan, suasana kelas menjadi prediktor positif yang signifikan bagi tingkat kesejahteraan siswa. Suasana kelas yang secara signifikan berpengaruh terhadap kesejahteraan siswa adalah suasana kelas yang berorientasi pada tugas, yang bisa mendorong kekompakkan, kerjasama, dan keterlibatan antar siswa, serta yang meningkatkan persepsi bahwa guru telah memperlakukan siswa secara adil. Aspek suasana kelas yang tidak secara signifikan berpengaruh terhadap kesejahteraan siswa mencakup dukungan guru terhadap siswa dan proses penyelidikan dalam kelas.

 


Keywords


class climate model, primary school, students’ well-being

References


Boehm, J. K., Peterson, C., Kivimaki, M., & Kubzansky, L. (2011). A prospective study of positive psychological well-being and coronary heart disease. Health Psychology, 30(3), 259–267. https://doi.org/10.1037/ a0023124

Chirkov, V. I., & Ryan, R. M. (2001). Parent and teacher autonomy-support in Russian and US adolescents: Common effects on well-being and academic motivation. Journal of Cross-Cultural Psychology, 32(5), 618-635. https://doi.org/10.1177%2F0022022101032005006

Cowie, H., Boardman, C., Dawkins, J., & Jennifer, D. (2004). Emotional health and well-being: A practical guide for schools. London: SAGE Publications

Dariyo, A. (2018). Peran school well being dan keterlibatan akademik dengan prestasi belajar pada siswa sekolah dasar. Journal Psikogenesis, 5(1). https://doi.org/10.24854/ jps.v5i1.490

de Carvalho, E., & Skipper, Y. (2019). “We’re not just sat at home in our pyjamas!”: A thematic analysis of the social lives of home educated adolescents in the UK. European Journal of Psychology of Education, 34(3), 501–516. https://doi.org/10.1007/s10212-018-0398-5

Dorman, J. P. (2008). Use of multitrait-multimethod modelling to validate actual and preferred forms of the What Is Happening In this Class? (WIHIC) questionnaire. Learning Environments Research, 11(3), 179–193. https://doi.org/10.1007/s10984-008-9043-6

Fraser, B. J., McRobbie, C. J., & Fisher, D. L. (1996, April). Development, validation and use of personal and class forms of a new classroom environment instrument. Paper presented at the annual meeting of the American Educational Research Association, New York, USA.

Haar, J. M., Russo, M., Suñe, A., & Ollier-Malaterre, A. (2014). Outcomes of work–life balance on job satisfaction, life satisfaction and mental health: A study across seven cultures. Journal of Vocational Behavior, 85(3), 361-373. https://doi.org/10.1016/j.jvb.2014.08.010

Keyes, C. L. M. (2013). Promoting and protecting positive mental health: Early and often throughout the lifespan. In C. L. M. Keyes (Ed.), Mental well-being: International contributions to the study of positive mental health (p. 3–28). Springer Science + Business Media. https://doi.org/10.1007/978-94-007-5195-8_1

Khatimah, H. (2015). Gambaran school well-being pada peserta didik program kelas akselerasi di SMA Negeri 8 Yogyakarta. Psikopedagogia: Jurnal Bimbingan dan Konseling, 4(1), 20. https://doi.org/ 10.12928/psikopedagogia.v4i1.4485

Kirkcaldy, B. (Ed.). (2015). Promoting psychological wellbeing in children and families. UK: Palgrave Macmillan. https://doi.org/10.1057 /9781137479969

Konu, A., & Rimpella, M. (2002). Well-being in schools: A conceptual model. Health Promotion International, 17(1), 79–87. https://doi.org/10.1093/heapro/17.1.79

Krauss, M. W., Seltzer, M. M., & Jacobson, H. T. (2005). Adults with autism living at home or in non-family settings: Positive and negative aspects of residential status. Journal of Intellectual Disability Research, 49(2), 111–124. https://doi.org/10.1111/j.1365-2788. 2004.00599.x

Lester, L., & Cross, D. (2015). The Relationship between school climate and mental and emotional wellbeing over the transition from primary to secondary school. Psychology of Well-Being, 5(1). https:// doi.org/10.1186/s13612-015-0037-8

MacLeod, C., & Fraser, B. J. (2010). Development, validation and application of a modified Arabic translation of the What Is Happening In this Class? (WIHIC) questionnaire. Learning Environments Research, 13(2), 105–125. https://doi.org/ 10.1007/s10984-008-9052-5

Mungure, D. M. (2017). An Investigation of the teaching approach used by tutors to prepare science and mathematics teachers during training at Morogoro Teachers' College. Journal of Education and Practice, 8(6), 68-71. Diakses dari https://eric.ed.gov/?id=EJ1133089

O’Brien-Richardson, P. (2019). Hair harassment in urban schools and how it shapes the physical activity of black adolescent girls. The Urban Review, 51(3), 523–534. https://doi.org/10.1007/s11256-019-00500-x

Powell, M. A., & Graham, A. (2017). Wellbeing in schools: Examining the policy–practice nexus. The Australian Educational Researcher, 44(2), 213–231. https://doi.org /10.1007/s13384-016-0222-7

Prabowo, A. (2016). Kesejahteraan psikologis remaja di sekolah. Jurnal Ilmiah Psikologi Terapan, 04(2), 246–260. https://doi.org/10.22219/jipt.v4i2.3527

Ryan, R. (2009). Self‐determination theory and wellbeing. Research Review, 1, 1–2. Diakses dari http://www.bath.ac.uk/soc-pol/welldev/wed-new/network/research-review/Review_1_Ryan.pdf

Salomone, E., Leadbitter, K., Aldred, C., Barrett, B., Byford, S., Charman, T., … Slonims, V. (2018). The association between child and family characteristics and the mental health and wellbeing of caregivers of children with autism in mid-childhood. Journal of Autism and Developmental Disorders, 48(4), 1189–1198. https://doi.org/10.1007/s10803-017-3392-x

Sellwood, P. A. (1991). The investigative learning process. Journal of Design & Technology Teaching, 24(1), 4–12. Diakses dari https://www.semanticscholar.org/paper/The-Investigative-Learning-Process-Sellwood/c9fd0b2c53d1c3427f387bf9c3cdc247e52d31b7

Soutter, A. K., Gilmore, A., & O’Steen, B. (2010). How do high school youths’ educational experiences relate to well-being? Towards a trans-disciplinary conceptualization. Journal of Happiness Studies, 12(4), 591–631. https://doi.org/ 10.1007/s10902-010-9219-5

Spilt, J. L., Koomen, H. M. Y., & Thijs, J. T. (2011). Teacher wellbeing: The Importance of teacher–student relationships. Educational Psychology Review, 23(4), 457–477. https://doi.org/10.1007/s 10648 -011-9170-y

Steptoe, A., O’Donnell, K., Marmot, M., & Wardle, J. (2008). Positive affect and psychosocial processes related to health. British Journal of Psychology, 99(2), 211–227. https://doi.org/ 10.1111/j.2044-8295.2008.tb00474.x

Stewart-Brown S, Janmohamed K. (2008). Warwick-Edinburgh mental well-being scale (WEMWBS): User Guide, version 1. Diakses dari http://www.healthscotland.scot/health-topics/mental-health-and-wellbeing/wemwbs

Taggart, F., Friede, T., Weich, S., Clarke, A., Johnson, M., & Stewart-Brown, S. (2013). Cross cultural evaluation of the Warwick-Edinburgh mental well-being scale (WEMWBS)-A mixed methods study. Health and Quality of Life Outcomes, 11(1), 2-12. https://doi.org/10.1186/1477-7525-11-27

Tennant, R., Hiller, L., Fishwick, R., Platt, S., Joseph, S., Weich, S., … Stewart-Brown, S. (2007). The Warwick-Edinburgh mental well-being scale (WEMWBS): Development and UK validation. Health and Quality of Life Outcomes, 5(1), 1-13. https://doi.org/10.1186/1477-7525-5-63

Van Petegem, K., Aelterman, A., Van Keer, H., & Rosseel, Y. (2007). The influence of student characteristics and interpersonal teacher behaviour in the classroom on student’s wellbeing. Social Indicators Research, 85(2), 279–291. https://doi.org/10.1007/s11205-007-9093-7

Weare, K. (2000). Promoting mental, emotional and social health: A whole school approach. London: Routledge.




DOI: http://dx.doi.org/10.21776/ub.mps.2020.006.02.3

Copyright (c) 2020 MEDIAPSI

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.