School well-being in high schools that implement the 05.30 am policy
DOI:
Abstract Views:
48 times
PDF Downloads:
57 times
Abstract
Purpose: The aim of this research is to determine the government's efforts to improve the quality of students' school well-being related to the implementation of the 5:30 AM school entry policy, School well being consists of having, loving, being, and health, if not fulfilled it will have a negative impact on students.
Method: This research uses qualitative research with a phenomenological approach. The number of participants in this research was 8 people, determined using a purposeful sampling technique with the criteria that participants attended schools that implemented the school policy at 05.30 am and were grade 12 students.
Reslut: Based on the results of this research, three main themes were found, namely supporting facilities, social support, and the impact of policy implementation.
Conclusion: The implementation of new policies by the government and schools needs to pay attention to the emotional impact, physical impact, impact on learning activities, social support and facilities that need to be provided for students.
Downloads
References
Allardt, E. (1975) Dimensions of Welfare in a Comparative Scandinavian Study. Research Report 9. Research Group for Comparative Sociology. University of Helsinki, Helsinki.
Allardt, E. (1976) Hyvinvoinnin ulottuvuuksia [Dimensions of Welfare]. Werner Soderstrom Osakeyhtion laakapaino, Porvoo.
Allardt, E. (1989) An Updated Indicator System: Having, Loving, Being. Working Paper 48. Department of Sociology, University of Helsinki, Helsinki.
Azhari., S. N. . (2019). Dampak Positif School Well-Being pada Siswa di Sekolah. Prosiding Seminar Nasional Magister Psikologi Universitas Ahmad Dahlan, 256–262.
Braun, V., & Clarke, V. (2006). Using Thematic Analysis in Psychology. Qualitative Research in Psychology Journal, 2(3), 77–101.
Dias, D., Sá, M. (2013). The Impact of the Transition to HE: emotions, feelings and sensations. European Journal of Education, 49(2).
Esposito, M., Carotenuto, M. (2013). Intellectual Disabilities and Power Spectra Analysis During Sleep: A New Perspective on Borderline Intellectual Functioning. Journal of Intellectual Disability Research, 58(5), 421–429. https://onlinelibrary.wiley.com/doi/epdf/10.1111/jir.12036
Hidayah, N., Pali, M., Ramli, M., Hanurawan, F. (2016). Students’ Well-Being Assessment at School. Journal of Educational Health and Community Psychology, 5(1), 62. . (PDF) Students’ Well-Being Assessment at School (researchgate.net)
Hoferichter, F., Kulakow, S., Hufenbach, M. (2021). Support From Parents, Peer, and Teachers is Differently Associated with Middle School Students’ Well-Being. The Journal Frontiers in Psychology, 12. Frontiers %7C Support From Parents, Peers, and Teachers Is Differently Associated With Middle School Students’ Well-Being (frontiersin.org)
Houlston, C., Smith, P.K., Jessel, J. (2009). Investigating the Extent and Use of Peer Support Initiatives in English Schools. International Journal of Experimental Educational Psychology, 29(3).
Kail & Cavanaug. (2000). Social Support. Canada: Canada University.
Konu, A., Alanen, E., Lintonen, T., Rimpela, M. (2002). Factor Structure of the School Well-Being Model. Health Education Research, 17(6), 732–742. ResearchGate
Lasarte, O.F., Goni, E., Camino, I., Diaz, E. . (2019). Perceived Social Support and School Engagement in Secondary Students. The Revista Espanola de Pedagogia., 272, 123–141. REP_272_Perceived-social-support-and-school-engagement.pdf (revistadepedagogia.org)
Martinot, D., Sicard, A., Gul, B., Yakimova, S., Schmitt, A.T., Maintenant, C. (2022). Peers and Teacher as the Best Source of Social Support for School Engagement for Both Advantaged and Priority Education Area Students. The Journal Frontiers in Psychology, 13, 1–16. Frontiers %7C Peers and teachers as the best source of social support for school engagement for both advantaged and priority education area students (frontiersin.org)
Mintarsih. (2015). The Relationship Between Prosocial Behavior and Psychological Well-being in Grade XI Students at SMK Muhammadiyah 2 Yogyakarta. Journal of Guidance and Counseling.
Miski, R. (2015). Pengaruh Sarana dan Prasaran Terhadap Hasil Belajar Siswa. Jurnal Ta,Dibi, 4(2), 69–73. https://ojs.unida.ac.id/JTM/article/view/341
Pekrun, R., Goetz, T., Titz, W., Perry, R. . (2002). Academic Emotions in Students’ Sefl-Regulated Learning and Achievement: A Program of Qualitative and Quantitative Research. Educational Psychology, 37(2), 91–105.
Peng, X., Sun, X., He, Z. (2022). Influence Mechanism of Teacher Support and Parent Support on the Academic Achievement of Secondary Vocational Students. The Journal Frontiers in Psychology, 13. Frontiers %7C Influence Mechanism of Teacher Support and Parent Support on the Academic Achievement of Secondary Vocational Students (frontiersin.org)
Puspapertiwi, Erwina Rachmi., Nugroho, R. S. (2023). Ramai Soal SMA di NTT Wajib Masuk Jam 5 Pagi, Kemendikbud: Sekolah Harus Menyenangkan. In Kompas.com.
Putri, K. (2019). Pengaruh Fasilitas Belajar terhadap Motivasi dan Hasil Belajar Siswa Mata Pelajaran Bahasa Indonesia SD Negeri 18 Seluma. In Skripsi. Intitut Agama Islam Negeri Bengkulu. KIKI PUTRI.pdf (iainbengkulu.ac.id)
Räisänen, M., Postareff, L., Ylänne, S. . (2020). Students’ Experiences of Study-Related Exhaustion, Regulation of Learning, Peer Learning and Peer Support During University Studies. European Journal of Psychology of Education, 36, 1135–1157. Students’ experiences of study-related exhaustion, regulation of learning, peer learning and peer support during university studies %7C European Journal of Psychology of Education (springer.com)
Rasyid, A. (2021). Konsep dan Urgensi Penerapan School Well-Being pada Dunia Pendidikan. Jurnal Basicedu, 5(1), 376–382. ResearchGate
Reza, R.R., Berawi, K., Karima, N., Budiarto, A. (2019). ). Fungsi Tidur dalam Manajemen Kesehatan. Jurnal Kedokteran Universitas Lampung, 8(2), 247–253. https://juke.kedokteran.unila.ac.id/index.php/majority/article/viewFile/2479/2435
Risal, H.G., Alam, F. . (2021). Upaya Meningkatkan Hubungan Sosial Antara Teman Sebaya Melalui Layanan Bimbingan Kelompok di Sekolah. Jurnal Bimbingan Konseling Dan Psikologi, 1(1), 1–10. 345907-upaya-meningkatkan-hubungan-sosial-antar-0a05e594.pdf (neliti.com)
Riyadi, I. (2023). Alasan Diberlakukannya Aturan Siswa Masuk Jam 5 Pagi di NTT. In Tempo.co. Alasan Diberlakukannya Aturan Siswa Masuk Jam 5 Pagi di NTT - Grafis Tempo.co
Rizkasari, O. N. (2017). ). Kesejahteraan Siswa di Sekolah, Studi Komparasi pada Sekolah yang Mengimplementasikan Program Pendidikan Sekolah Adiwiyata dan Belum Mengimplementasikan Program Pendidikan Sekolah Adiwiyata di SMP. In Skripsi. Fakultas Psikologi. Universitas Muhammadiyah Surakarta. PUBLIKASI ILMIAH.pdf (ums.ac.id)
Ruglis, J., Freudenberg, N. (2010). Toward a Healthy High Schools Movement: Strategies for Mobilizing Public Health for Educational Reform. American Journal of Public Health, 100(9), 1565–1570. https://doi.org/10.2105/AJPH.2009.186619
Ulmanen, S., Soini, T., Rautanen, P., Pyhalto, K., P. J. (2022). Primary and Lower Secondary School Students’ Social Support Profiles and Study Wellbeing. The Journal of Early Adolescence, 42(5). Primary and Lower Secondary School Students’ Social Support Profiles and Study Wellbeing - Sanna Ulmanen, Tiina Soini, Janne Pietarinen, Kirsi Pyhältö, Pihla Rautanen, 2022 (sagepub.com)
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
