Studi Komparasi Subjective Well Being pada Siswa Pesantren Modern dan Siswa Madrasah Aliyah

Afifah Nurjannah Ismail, Whisnu Yudiana

Abstract


The objective of this study is to compare the level of subjective well-being in students who attend Islamic education, namely Modern Pesantren and Madrasah Aliyah. The two schools have differences in the form of curriculum, teaching-learning process, rules, school environment, and the relationship between students and teachers that have the potential to influence subjective well-being in students. This study used a survey approach with 79 students from Modern Pesantren and 92 Madrasah Aliyah students who were in first and second level students. Brief Adolescents’ Subjective Well-Being in School Scale was used in this research, which consists of eight items. Data were analyzed using Mann-Whitney test that showed no significant difference found on the level of subjective well-being in students attending Pesantren Modern and Madrasah Aliyah students. This result indicates that the two forms of education did not give a different effect on subjective well-being. Moreover, most of the students have subjective well-being is at a moderate level.


Keywords


Subjective well-being; Pesantren Modern; Madrasah Aliyah

Full Text:

PDF

References


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. doi.org/10.1007/s11136-010-9676-7

Acharya, A. S., Prakash, A., Saxena, P., & Nigam, A. (2013). Sampling: why and how of it? Indian Journal of Medical Specialities, 4(2), 330–333. doi.org/10.7713/ijms.2013.0032

Addai, I., Opaku-Agyeman, C., & Amanfu, S. K. (2013). Exploring predictors of subjective well-being in Ghana : a micro-level study. Journal of Happiness Studies, 15 (4), 869–890. doi.org/10.1007/s10902-013-9454-7

Balkis, M. (2013). Academic procrastination, academic life satisfaction and academic achievement: the mediation role of rational beliefs about studying. Journal of Cognitive & Behavioral Psychotherapies, 13(1).

Chen, C., Fan, J., & Jury, M. (2017). Are perceived learning environments related to subjective well-being ? A visit to university students. Learning and Individual Differences, 54, 226–233. doi.org/10.1016/j.lindif.2017.01.001

Chin, E. C. H., Williams, M. W., Taylor, J. E., & Harvey, S. T. (2017). The influence of negative affect on test anxiety and academic performance: An examination of the tripartite model of emotions. Learning and Individual Differences, 54, 1–8.

Cohen, B. H. (2013). Explaining psychological statisctics (4th ed.). New Jersey: John Wiley & Sons, Inc.

Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education. british journal of educational studies (Vol. 55). London: Routledge. doi.org/10.1111/j.1467-8527.2007.00388_4.x

Fakhrunnisak, H. Q. (2015). Perbedaan subjective well being antara guru bersertifikasi dan non sertifikasi. Jurnal RAP UNP (Riset Aktual Psikologi Universitas Negeri Padang), 6(2), 126–135.

González-Carrasco, M., Casas, F., Malo, S., Viñas, F., & Dinisman, T. (2016). Changes with age in subjective well-being through the adolescent years: differences by gender. Journal of Happiness Studies, 18(1), 63–88.

Gravetter, F. J., & Wallnau, L. B. (2013). Statistics for the behavioral sciences. Cengage Learning.

Hamdana, F., & Alhamdu. (2015). Subjective well-being siswa MAN 3 Palembang yang tinggal di asrama. Psikis: Jurnal Psikologi Islami, 1(1), 95–104.

Huebner, E. S., & Gilman, R. (2006). Students who like and dislike school. Applied Research in Quantity of Life, 1(2), 139–150. https://doi.org/10.1007/s11482-006-9001-3

Ismail, W. (2009). Analisis komparatif perbedaan tingkat religiusitas siswa di lembaga pendidikan Pesantren, MAN, dan SMUN. Lentera Pendidikan, 12(1), 87–102.

Jennings, P. A. (2015). Early childhood teachers’ well-being, mindfulness, and self-compassion in relation to classroom quality and attitudes towards challenging students. Mindfulness, 6(4), 732–743.

Kaplan, R. M., & Saccuzzo, D. P. (2017). Psychological testing: Principles, applications, and issues. Nelson Education.

Kholilah, K., & Baidun, A. (2019). Pengaruh quality of friendship dan subjective well being terhadap hardiness santri Pondok Pesantren Modern Al Amanah Al Gontory. Tazkiya: Journal of Psychology, 7(1).

King, R. B., McInerney, D. M., Ganotice Jr, F. A., & Villarosa, J. B. (2015). Positive affect catalyzes academic engagement: Cross-sectional, longitudinal, and experimental evidence. Learning and Individual Differences, 39, 64–72.

Kline, R. B. (2015). Principles and practice of structural equation modeling. Guilford publications.

Linsiya, R. W. (2015). Perbedaan ingkat kepuasan hidup antara mahasiswa Strata 1 (S1) dan Strata 2 (S2). Psycology Forum UMM, 1(7), 284–287. Retrieved from http://mpsi.umm.ac.id/files/file/284-287 Ria Wiyatfi.pdf

Liu, W., Mei, J., Tian, L., & Huebner, E. S. (2015). 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. doi.org/10.1007/s11205-015-0873-1

Pemerintah Republik Indonesia. Peraturan Pemerintah Republik Indonesia nomor 55 tentang Pendidikan Agama dan Pendidikan Keagamaan (2007). Indonesia: Kemenag.

Prasetya, P. (2015). Perbedaan Subjective Well Being dan Hardiness Pada Siswa SMA Program Akselerasi Dengan Program Reguler di Surakarta (Doctoral dissertation, Universitas Muhammadiyah Surakarta). Tidak dipublikasikan

Prasetyo, R. A. B. (2018). Persepsi Iklim Sekolah dan Kesejahteraan Subjektif Siswa di Sekolah. Jurnal Psikologi Teori Dan Terapan, 8(2), 133–144.

Ratnasari, R. D., & Sumiati, N. T. (2018). Pengaruh self-compassion, religiusitas, support group dan pendapatan terhadap subjective well-being orang tua anak tunagrahita. Jurnal Pengukuran Psikologi Dan Pendidikan Indonesia (JP3I), 6(1), 63–78. doi.org/10.15408/jp3i.v6i1.8153

Santrock, J. W. (2014). Essentials of life-span development. New York, NY: McGraw-Hill.

Setyaningsih, R. (2016). Kontinuitas Pesantren dan Madrasah di Indonesia. Jurnal At-Ta’dib, 11(1), 168–183.

Steven, C., & Sawitri, D. (2016). Bersyukur di tengah sedih dan senangku: studi kualitatif subjective well-being pada mahasiswa tunanetra. Empati: Jurnal Karya Ilmiah S1 Undip, 5(3), 439–442.

Takdir, Mohammad. (2018). Modernisasi Kurikulum Pesantren: Konsep dan Metode Antroposentris. IRCiSoD :Yogyakarta.

Thohiroh, H., Novianti, L. E., & Yudiana, W. (2019). Peranan Persepsi Dukungan Sosial terhadap Kesejahteraan Subjektif di Sekolah pada Siswa Pondok Pesantren Modern. Psympathic: Jurnal Ilmiah Psikologi, 6(2), 131–144.

Tian, L. (2008). Developing scale for school well-being in adolescents. Psychological Development and Education, 24(3), 100–106.

Tian, L., Wang, D., & Huebner, E. S. (2014). Development and validation of the Brief Adolescents ’ Subjective Well-Being in School Scale ( BASWBSS ). Social Indicators Research, 120(2), 615–634. doi.org/10.1007/s11205-014-0603-0

Tian, L., Zhao, J., & Huebner, E. S. (2015). School-related social support and subjective well-being in school among adolescents: The role of self-system factors. Journal of Adolescence, 45, 138–148.

Watson, D., & Clark, L. A. (1988). Development and validation of Brief Measures of Positive and Negative Affect: The PANAS Scales. EPJ Web of Conferences, 54(6), 1063–1070. doi.org/10.1051/epjconf/201714006017

Wijayanti, P. A. K. (2018). What is the most important learning environment dimensions to the adolescent subjective well-being in school?. Naskah dalam proses publikasi

Wilkinson, R. B. (2004). The role of parental and peer attachment in the psychological health and the role of parental and peer attachment in the psychological health and self-esteem of adolescents. Journal of Youth and Adolescence, 33(6), 479–493. doi.org/10.1023/B




DOI: https://doi.org/10.15575/jpib.v3i1.5689

Refbacks

  • There are currently no refbacks.


Copyright (c) 2020 Afifah Nurjannah Ismail, Whisnu Yudiana

Lihat Statistik View MyStat

Creative Commons License

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