Profil Perbedaan Karakteristik Demografi Subjective Well-being Siswa SMK Provita Bandung

Humairah Azzahrah; Syamsu Yusuf; Ipah Saripah; M. Fiqri Syahril; Nor Zaiham Midawati Abdullah

doi:10.18326/pamomong.v5i2.1932

Penulis

Humairah Azzahrah Universitas Pendidikan Indonesia, Indonesia
Syamsu Yusuf Universitas Pendidikan Indonesia, Indonesia
Ipah Saripah Universitas Pendidikan Indonesia, Indonesia
M. Fiqri Syahril Universitas Negeri Makassar, Indonesia
Nor Zaiham Midawati Abdullah Universiti Brunei Darussalam, Brunei Darussalam

DOI:

https://doi.org/10.18326/pamomong.v5i2.1932

Kata Kunci:

studi komparatif; subjective well-being; karakteristik demografi; siswa sekolah menengah kejuruan

Abstrak

Penelitian ini bertujuan untuk mendeskripsikan profil subjective well-being siswa SMK Provita Bandung dan mengidentifikasi perbedaan karakteristik demografi terhadap subjective well-being tersebut. Metode penelitian yang digunakan adalah studi komparatif dengan sampel 157 siswa yang diambil secara stratified random sampling. Data subjective well-being dikumpulkan menggunakan inventori subjective well-being yang dikembangkan peneliti dari teori Ed Diener, dan dianalisis menggunakan teknik statistik deskriptif dan inferensial (ANOVA). Hasil penelitian menunjukkan bahwa tingkat subjective well-being siswa berada pada kategori sedang untuk komponen pengalaman menyenangkan, pengalaman tidak menyenangkan, dan kepuasan hidup. Tidak terdapat perbedaan signifikan dalam subjective well-being berdasarkan tingkat kelas, gender, usia, dan suku. Namun, terdapat perbedaan signifikan dalam subjective well-being berdasarkan karakteristik kontak sosial. Temuan ini menggarisbawahi pentingnya dukungan sosial dalam meningkatkan subjective well-being siswa di lingkungan sekolah.

Referensi

Akbari, O., & Sahibzada, J. (2020). Students’ Self-Confidence and Its Impacts on Their Learning Process. American International Journal of Social Science Research, 5(1), 1–15. https://doi.org/10.46281/aijssr.v5i1.462

Alam, A. (2022). Investigating Sustainable Education and Positive Psychology Interventions in Schools Towards Achievement of Sustainable Happiness and Wellbeing for 21 st Century Pedagogy and Curriculum. ECS Transactions, 107(1), 19481–19494. https://doi.org/10.1149/10701.19481ecst

Amalianita, B., & Nirawana, H. (2021). Subjective Well Being in Adolescences on Minangkabau Ethnic; An Analysis Based of Dimension and Gender. Jurnal Konseling Dan Pendidikan, 9(2), 147–154. https://doi.org/10.29210/162100

Amjad, A., & Dasti, R. (2022). Humor Styles, Emotion Regulation and Subjective Well-Being in Young Adults. Current Psychology, 41(9), 6326–6335. https://doi.org/10.1007/s12144-020-01127-y

Astutik, E., Sebayang, S. K., Puspikawati, S. I., Tama, T. D., & Dewi, D. M. S. K. (2020). Depression, Anxiety, and Stress among Students in Newly Established Remote University Campus in Indonesia. Malaysian Journal of Medicine & Health Sciences, 16(1), 270-277. Retrieved from https://medic.upm.edu.my/upload/dokumen/2020011612245840_MJMHS_0229.pdf

Branje, S. (2022). Adolescent Identity Development in Context. Current Opinion in Psychology, 45, 101286. https://doi.org/10.1016/j.copsyc.2021.11.006

Bücker, S., Nuraydin, S., Simonsmeier, B. A., Schneider, M., & Luhmann, M. (2018). Subjective Well-Being and Academic Achievement: A Meta-Analysis. Journal of Research in Personality, 74, 83–94. https://doi.org/10.1016/j.jrp.2018.02.007

Calp, Ş. (2020). Peaceful and Happy Schools: How to Build Positive Learning Environments? International Electronic Journal of Elementary Education, 12(4), 311–320. https://doi.org/10.26822/iejee.2020459460

Chong, W. W. (2020). The Stress-buffering Effects of Social Support and Self-compassion on Subjective Well-being on Asian Americans: Generational Differences. Kansas City, Missouri: University of Missouri-Kansas City.

Chou, I.-W. (2021). Thai-Chinese Cultural Differences: An Empirical Study on How Cultural Intelligence and Gender May Affect the Subjective Well-Being of Chinese Students Enrolled at Thai Universities. AJMI-ASEAN Journal of Management and Innovation, 8(1), 98–116. Retrieved from https://ajmi.stamford.edu/index.php/ajmi/article/view/196/165

Ciranka, S., & van den Bos, W. (2021). Adolescent Risk-Taking in The Context of Exploration and Social Influence. Developmental Review, 61, 100979. https://doi.org/10.1016/j.dr.2021.100979

Creswell, J. W., & Creswell, J. D. (2017). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. Newbury Park: Sage publications.

Das, K. V, Jones-Harrell, C., Fan, Y., Ramaswami, A., Orlove, B., & Botchwey, N. (2020). Understanding Subjective Well-Being: Perspectives from Psychology and Public Health. Public Health Reviews, 41(1), 25. https://doi.org/10.1186/s40985-020-00142-5

de Ven, N. van, & Zeelenberg, M. (2020). Envy and Social Comparison. In Social Comparison, Judgment, and Behavior (pp. 226–250). New York: Oxford University Press. https://doi.org/10.1093/oso/9780190629113.003.0009

Diener, E. (1984). Subjective Well-Being. Psychological Bulletin, 95(3), 542–575. https://doi.org/10.1037/0033-2909.95.3.542

Espeland, W. N., Sauder, M., & Espeland, W. (2016). Engines of Anxiety: Academic Rankings, Reputation, and Accountability. New York: Russell Sage Foundation.

Feraco, T., Resnati, D., Fregonese, D., Spoto, A., & Meneghetti, C. (2023). An Integrated Model of School Students’ Academic Achievement and Life Satisfaction. Linking Soft Skills, Extracurricular Activities, Self-Regulated Learning, Motivation, and Emotions. European Journal of Psychology of Education, 38(1), 109–130. https://doi.org/10.1007/s10212-022-00601-4

Grob, A. (2020). Adolescents’ Subjective Well-Being in Fourteen Cultural Contexts. In Adolescents, Cultures, and Conflicts (pp. 21–41). New York: Routledge. https://doi.org/10.1201/9780203827734-3

Hargreaves, A., & Shirley, D. (2021). Well-being in Schools: Three Forces That Will Uplift Your Students in A Volatile World. Washington: ASCD.

Heintzelman, S. J., Kushlev, K., & Diener, E. (2023). Personalizing a Positive Psychology Intervention Improves Well‐Being. Applied Psychology: Health and Well-Being, 15(4), 1271–1292. https://doi.org/10.1111/aphw.12436

Hudson, N. W., Lucas, R. E., & Donnellan, M. B. (2020). Are We Happier with Others? An Investigation of The Links Between Spending Time with Others and Subjective Well-Being. Journal of Personality and Social Psychology, 119(3), 672–694. https://doi.org/10.1037/pspp0000290

Huebner, E. S., Hills, K. J., Jiang, X., Long, R. F., Kelly, R., & Lyons, M. D. (2014). Schooling and Children’s Subjective Well-Being. In Handbook of Child Well-Being (Vol. 2, pp. 797–819). Columbia, SC, USA: Springer Netherlands. https://doi.org/10.1007/978-90-481-9063-8_26

Jebb, A. T., Morrison, M., Tay, L., & Diener, E. (2020). Subjective Well-Being Around the World: Trends and Predictors Across the Life Span. Psychological Science, 31(3), 293–305. https://doi.org/10.1177/0956797619898826

Jeyarani, S. J. (2022). Life Skills and Well-being for Adolescent Mental Health. Solapur, Maharashtra, India: Ashok Yakkaldevi.

Khairudin, K., & Mukhlis, M. (2019). Peran Religiusitas dan Dukungan Sosial terhadap Subjective Well-Being pada Remaja. Jurnal Psikologi, 15(1), 85-96. https://doi.org/10.24014/jp.v15i1.7128

Kobylińska, D., Zajenkowski, M., Lewczuk, K., Jankowski, K. S., & Marchlewska, M. (2020). The Mediational Role of Emotion Regulation in The Relationship Between Personality and Subjective Well-Being. Current Psychology, 41(6), 4098–4111. https://doi.org/10.1007/s12144-020-00861-7

Kroencke, L., Humberg, S., Breil, S. M., Geukes, K., Zoppolat, G., Balzarini, R. N., Alonso-Ferres, M., Slatcher, R. B., & Back, M. D. (2023). Extraversion, Social Interactions, and Well-Being during The COVID-19 Pandemic: Did Extraverts Really Suffer More than Introverts? Journal of Personality and Social Psychology, 125(3), 649-679. https://doi.org/10.1037/pspp0000468

Kwon, C., & Choi, E. (2022). Extroversion and Subjective Well-Being Among Korean University Students: The Moderating Role of Attachment. Psychological Reports, 125(2), 1068–1085. https://doi.org/10.1177/0033294121991828

Lee, J., So, H.-J., Ha, S., Kim, E., & Park, K. (2021). Unpacking Academic Emotions in Asynchronous Video-based Learning: Focusing on Korean Learners’ Affective Experiences. The Asia-Pacific Education Researcher, 30(3), 247–261. https://doi.org/10.1007/s40299-021-00565-x

Li, J., Yao, M., & Liu, H. (2021). From Social Support to Adolescents’ Subjective Well-Being: the Mediating Role of Emotion Regulation and Prosocial Behavior and Gender Difference. Child Indicators Research, 14(1), 77–93. https://doi.org/10.1007/s12187-020-09755-3

Llamas‐Díaz, D., Cabello, R., Megías‐Robles, A., & Fernández‐Berrocal, P. (2022). Systematic Review and Meta‐Analysis: The Association Between Emotional Intelligence and Subjective Well‐Being in Adolescents. Journal of Adolescence, 94(7), 925–938. https://doi.org/10.1002/jad.12075

Luo, M., Ding, D., Bauman, A., Negin, J., & Phongsavan, P. (2020). Social Engagement Pattern, Health Behaviors and Subjective Well-Being of Older Adults: An International Perspective Using WHO-SAGE Survey Data. BMC Public Health, 20(1), 1-10. https://doi.org/10.1186/s12889-019-7841-7

Mariyati, L. I., Partontari, R. A., & Kusuma, M. K. I. (2023). Peranan Regulasi Emosi Terhadap Subjective Well Being pada Santri di Sidoarjo. Journal of Islamic and Contemporary Psychology (JICOP), 3(1s), 100–110. https://doi.org/10.25299/jicop.v3i1s.12349

Milona, M. (2020). Hope and optimism. John Templeton Foundation. Retrieved from https://www.templeton.org/wp-content/uploads/2020/10/JTF-Hope-Optimism.pdf

Morosanova, V. I., Fomina, T. G., & Bondarenko, I. N. (2021). The Dynamics of the Interrelationships between Conscious Self-regulation, Psychological Well-being and School-related Subjective Well-being in Adolescents: A Three-year Cross-lagged Panel Study. Psychology in Russia: State of the Art, 14(3), 34–49. https://doi.org/10.11621/pir.2021.0303

Nugraha, A. D. (2023). Kesejahteraan Subjektif pada Emerging Adulthood Ditinjau dari Self Compassion dan Religiusitas pada Remaja Akhir. Psyche 165 Journal, 189–194. https://doi.org/10.35134/jpsy165.v16i3.269

Osborn, T. L., Venturo-Conerly, K. E., Wasil, A. R., Schleider, J. L., & Weisz, J. R. (2020). Depression and Anxiety Symptoms, Social Support, and Demographic Factors Among Kenyan High School Students. Journal of Child and Family Studies, 29(5), 1432–1443. https://doi.org/10.1007/s10826-019-01646-8

Paradilla, N., Dj., M. Z., & Hasanah, U. (2021). The Students’ Extrovert and Introvert Personality Toward Speaking Performance. International Journal of Research on English Teaching and Applied Linguistics, 1(1), 39–50. https://doi.org/10.30863/ijretal.v1i1.1197

Priwati, A. R., Putri, A. K., Puri, V. G. S., Ayuningtya, A. A., Minza, W. M., & Yuniarti, K. W. (2021). Multiculturalism As A Mediator of Ethnic Identity and National Identity Among Javanese Adolescents. Makara Human Behavior Studies in Asia, 25(1), 108–115. https://doi.org/10.7454/hubs.asia.1030521

Purnomo, M., Hendriati, N., & Karmiyati, D. (2023). Peran Kepribadian Introvert & Ekstrovert terhadap Kecemasan. Nusantara Journal of Multidisciplinary Science, 1(5), 1392–1401. Retrieved from https://jurnal.intekom.id/index.php/njms/article/view/235/205

Savahl, S., Adams, S., Florence, M., Casas, F., Mpilo, M., Isobell, D., & Manuel, D. (2020). The Relation Between children’s Participation in Daily Activities, Their Engagement with Family and Friends, and Subjective Well-Being. Child Indicators Research, 13(4), 1283–1312. https://doi.org/10.1007/s12187-019-09699-3

Tan, J. J. X., Kraus, M. W., Carpenter, N. C., & Adler, N. E. (2020). The Association Between Objective and Subjective Socioeconomic Status and Subjective Well-Being: A Meta-Analytic Review. Psychological Bulletin, 146(11), 970-1020. https://psycnet.apa.org/doi/10.1037/bul0000258

Tomás, J. M., Gutiérrez, M., Pastor, A. M., & Sancho, P. (2020). Perceived Social Support, School Adaptation and Adolescents’ Subjective Well-Being. Child Indicators Research, 13(5), 1597–1617. https://doi.org/10.1007/s12187-020-09717-9

Wilson, J. M., Weiss, A., & Shook, N. J. (2020). Mindfulness, Self-Compassion, and Savoring: Factors That Explain The Relation Between Perceived Social Support and Well-Being. Personality and Individual Differences, 152, 109568. https://doi.org/10.1016/j.paid.2019.109568

Yildiz, M., & Eldeleklioğlu, J. (2024). Relations Between Perceived Social Support, Attachment and Kindness In High School Students. Journal of Pedagogical Research, 8(1), 120–142. https://doi.org/10.33902/JPR.202425168

Zhang, Y., & Qin, P. (2023). Comprehensive Review: Understanding Adolescent Identity. Studies in Psychological Science, 1(2), 17–31. https://doi.org/10.56397/SPS.2023.09.02

Zhoc, K. C. H., Chung, T. S. H., & King, R. B. (2018). Emotional Intelligence (EI) and Self‐Directed Learning: Examining Their Relation and Contribution to Better Student Learning Outcomes in Higher Education. British Educational Research Journal, 44(6), 982–1004. https://doi.org/10.1002/berj.3472