Gambaran Kesejahteraan Subjectif Santri di Masa Pendemi COVID-19
DOI:
https://doi.org/10.21512/becossjournal.v4i3.9038Keywords:
Kesejahteraan subjektif, Santri, Pandemi, PJJAbstract
Kesejahteraan subjektif santri perlu diperhatikan di masa pandemic covid-19 ini. Di saat sekolah regular masih menerapkan kegiatan pembelajaran jarak jauh (PJJ), sebagaian para santri sudah menjalani kegiatan pembelajaran secara utuh di pesantren. Mereka tinggal dan menetap di pesantren untuk menjalani rutinitas kegiatan belajar. Oleh sebab itu, pesantren perlu memperhatikan aspek psikologis santri diantaranya terkait dengan kesejahteraan subjektif para santri. Penelitian ini bertujuan untuk melihat gambaran kesejahteraan subjektif santri di salah satu pesantren di wilayah Bogor Jawa Barat. Penelitian ini adalah penelitian kuantitatif dengan jumlah sampel sebanyak 223 santri. Pengambilan sampel secara non-probability sampling dengan teknik accidental sampling. Alat ukur yang digunakan dalam penelitian ini adalah alat ukur yang dimodifikasi dari Brief Adolescents Subjective well-being in School Scale (BASWBSS). Confirmatory factor analysis (CFA) digunakan untuk menguji validitas alat ukur. Berdasarkan hasil Analisa data, dalam rentang score 1 – 100, nilai minimum kesejahteraan subjektif santri sebesar 16,54 dan nilai maksimum sebesar 69,13. Selanjutnya berdasarkan kategori rendah, sedang dan tinggi, diperoleh hasil sebanyak 29 orang (13%) memiliki nilai kesejahteraan subjektif yang rendah, 148 orang (66,4%) memiliki nilai kesejahteraan subjektif yang sedang, dan 46 orang (20,6%) memiliki nilai kesejahteraan subjektif yang tinggi. Implikasi dari penelitian ini merekomendasikan agar pesantren memberikan perhatian yang baik bagi kesejahteraan santri, terutama pada masa pendemi covid-19 ini.
Plum Analytics
References
Abdel-Khalek, A. M. (2009). Religiosity, subjective well-being, and depression in Saudi children and adolescents. Mental Health, Religion & Culture, 12(8), 803–815. https://doi.org/10.1080/13674670903006755
Abdel-Khalek, A. M. (2010). Quality of life, subjective well-being, and religiosity in Muslim college students. Quality of Life Research, 19(8), 1133–1143. https://doi.org/10.1007/s11136-010-9676-7
Abdel-Khalek, A. M. (2011). Subjective well-being and religiosity in egyptian college students. Psychological Reports, 108(1), 54–58. https://doi.org/10.2466/07.17.PR0.108.1.54-58
Aldridge, J. M., Fraser, B. J., Fozdar, F., Ala’i, K., Earnest, J., & Afari, E. (2016). Students’ perceptions of school climate as determinants of wellbeing, resilience and identity. Improving Schools, 19(1), 5–26. https://doi.org/10.1177/1365480215612616
Collings, R., Swanson, V., & Watkins, R. (2014). The impact of peer mentoring on levels of student wellbeing, integration and retention: a controlled comparative evaluation of residential students in UK higher education. Higher Education, 68(6), 927–942. https://doi.org/10.1007/s10734-014-9752-y
Diener, E., Oishi, S., & Lucas, R. E. (2002). The Oxford Handbook of Positive Psychology. In Subjective Well-Being: The Science of happinest and Life Satisfaction (pp. 187-undefined). https://books.google.co.id/books?hl=en&lr=&id=R8kCoofE8VsC&oi=fnd&pg=PA187&dq=Subjective+well-being:+The+science+of+happiness+and+life+satisfaction.+Handbook+of+positive+psychology&ots=2yoOv5eiqp&sig=QsrnqXxhR0FiPlDGY6hSKA-Txhk&redir_esc=y#v=onepage&q=Sub
Elmore, G. M., & Huebner, E. S. (2010). Adolescents’ satisfaction with school experiences: Relationships with demographics, attachment relationships, and school engagement behavior. Psychology in the Schools, 47(6), 525–537. https://doi.org/10.1002/pits.20488
Harding, S., Morris, R., Gunnell, D., Ford, T., Hollingworth, W., Tilling, K., Evans, R., Bell, S., Grey, J., Brockman, R., Campbell, R., Araya, R., Murphy, S., & Kidger, J. (2019). Is teachers’ mental health and wellbeing associated with students’ mental health and wellbeing? Journal of Affective Disorders, 242, 180–187. https://doi.org/10.1016/j.jad.2018.08.080
Hidayati, D. A., Husamah, H., Fatmawati, D., Miharja, F. J., & Fauzi, A. (2020). Pendidikan Lingkungan di Pondok Pesantren pada Masa Pandemi Covid 19. Prosiding Seminar Nasional Pendidikan Biologi.
Holfve-Sabel, M. A. (2014). Learning, Interaction and Relationships as Components of Student Well-being: Differences Between Classes from Student and Teacher Perspective. Social Indicators Research, 119(3), 1535–1555. https://doi.org/10.1007/s11205-013-0557-7
Jung, E., Hwang, W., Kim, S., Sin, H., Zhao, Z., Zhang, Y., & Park, J. H. (2020). Helicopter Parenting, Autonomy Support, and Student Wellbeing in the United States and South Korea. Journal of Child and Family Studies, 29(2), 358–373. https://doi.org/10.1007/s10826-019-01601-7
Kahfi, S., & Kasanova, R. (2020). Manajemen pondok pesantren di masa pandemi covid-19 (Studi Pondok Pesantren Mambaul Ulum Kedungadem Bojonegoro). Pendekar: Jurnal Pendidikan Berkarakter, 3(1), 26–30.
KEMENAG. (2011). Analisis dan Interpretasi Data padaPondok Pesantren, Madrasah Diniyah(Madin), Taman Pendidikan Qur’an (TPQ)Tahun Pelajaran 2011-2012. http://pendis.kemenag.go.id/file/dokumen/pontrenanalisis.pdf
KEMENAG. (2021). Pangkalan Data Pondok Pesantren. https://ditpdpontren.kemenag.go.id/pdpp
Li-li, T. (2008). Developing Scale for School Well-Being in Adolescents [J]. Psychological Development and Education, 3.
Liu, W., Mei, J., Tian, L., & Huebner, E. S. (2016). Age and Gender Differences in the Relation Between School-Related Social Support and Subjective Well-Being in School Among Students. Social Indicators Research, 125(3), 1065–1083. https://doi.org/10.1007/s11205-015-0873-1
Lombardi, E., Traficante, D., Bettoni, R., Offredi, I., Giorgetti, M., & Vernice, M. (2019). The impact of school climate on well-being experience and school engagement: A study with high-school students. Frontiers in Psychology, 10(OCT), 1–11. https://doi.org/10.3389/fpsyg.2019.02482
N. Glozah, F. (2013). Effects of Academic Stress and Perceived Social Support on the Psychological Wellbeing of Adolescents in Ghana. Open Journal of Medical Psychology, 02(04), 143–150. https://doi.org/10.4236/ojmp.2013.24022
Pérez, A., Santamaria, E. K., Operario, D., Tarkang, E. E., Zotor, F. B., Cardoso, S. R. de S. N., Autor, S. E. U., De, I., Dos, A., Vendas, O. D. E., Empresas, D. A. S., Atividades, P. O., Artigo, N., Gest, G. N. R. M. D. E., Para, D. E. F., Miranda, S. F. da R., Ferreira, F. A. A., Oliver, J., Dario, M., … Volk, J. E. (2017). No 主観的健康感を中心とした在宅高齢者における 健康関連指標に関する共分散構造分析Title. In BMC Public Health (Vol. 5, Issue 1). https://ejournal.poltektegal.ac.id/index.php/siklus/article/view/298%0Ahttp://repositorio.unan.edu.ni/2986/1/5624.pdf%0Ahttp://dx.doi.org/10.1016/j.jana.2015.10.005%0Ahttp://www.biomedcentral.com/1471-2458/12/58%0Ahttp://ovidsp.ovid.com/ovidweb.cgi?T=JS&P
Poots, A., & Cassidy, T. (2020). Academic expectation, self-compassion, psychological capital, social support and student wellbeing. International Journal of Educational Research, 99(October 2019), 101506. https://doi.org/10.1016/j.ijer.2019.101506
Sardi, L. N., & Ayriza, Y. (2020). Pengaruh Dukungan Sosial Teman Sebaya terhadap Subjective Well-Being Pada Remaja yang Tinggal di Pondok Pesantren. Acta Psychologia, 2(1), 41–48. https://doi.org/10.21831/AP.V1I1.34116
Soutter, A. K. (2013). WHAT DOES IT MEAN TO BE WELL IN SCHOOL? AN EXPLORATION OF MULTIPLE PERSPECTIVES ON STUDENT WELLBEING IN A NEW ZEALAND SECONDARY SCHOOL CONTEXT A THESIS SUBMITTED IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE DEGREE Doctorate of Philosophy in Education.
Syafe’i, I. (2017). PONDOK PESANTREN: Lembaga Pendidikan Pembentukan Karakter. Al-Tadzkiyyah: Jurnal Pendidikan Islam, 8(1), 61. https://doi.org/10.24042/atjpi.v8i1.2097
Tian, L., Liu, B., Huang, S., & Huebner, E. S. (2013). Perceived Social Support and School Well-Being Among Chinese Early and Middle Adolescents: The Mediational Role of Self-Esteem. Social Indicators Research, 113(3), 991–1008. https://doi.org/10.1007/s11205-012-0123-8
Tian, L., Wang, D., & Huebner, E. S. (2015). Development and Validation of the Brief Adolescents’ Subjective Well-Being in School Scale (BASWBSS). Social Indicators Research, 120(2), 615–634. https://doi.org/10.1007/s11205-014-0603-0
Tiliouine, H., Cummins, R., & Davern, M. (2009). Islamic religiosity, subjective well-being, and health. Mental Health, Religion and Culture, 12(1), 55–74. https://doi.org/10.1080/13674670802118099
Wijaya, I. N., Sahrani, R., & Dewi, F. I. R. (2020). Peran Dukungan Orang Tua, Teman Sebaya, dan Guru Tehadap School Wellbeing Siswa di Pesantren X. 4(1), 234–244.
Wijayanti, P. A. K., & Sulistiobudi, R. A. (2018). Peer Relation Sebagai Prediktor Utama School Well-Being Siswa Sekolah Dasar. Jurnal Psikologi, 17(1), 56. https://doi.org/10.14710/jp.17.1.56-67
Young, T., Macinnes, S., Jarden, A., & Colla, R. (2020). The impact of a wellbeing program imbedded in university classes: the importance of valuing happiness, baseline wellbeing and practice frequency. Studies in Higher Education, 0(0), 1–20. https://doi.org/10.1080/03075079.2020.1793932
Zhang, Y. (2016). Making Students Happy with Wellbeing-Oriented Education: Case Study of a Secondary School in China. Asia-Pacific Education Researcher, 25(3), 463–471. https://doi.org/10.1007/s40299-016-0275-4
Downloads
Published
Issue
Section
License
Copyright (c) 2022 Business Economic, Communication, and Social Sciences (BECOSS) Journal
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with this journal agree to the following terms:
a. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License - Share Alike that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
b. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
c. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
USER RIGHTS
All articles published Open Access will be immediately and permanently free for everyone to read and download. We are continuously working with our author communities to select the best choice of license options, currently being defined for this journal as follows: Creative Commons Attribution-Share Alike (CC BY-SA)
