Hubungan antara Kepuasan Sekolah dengan Kesejahteraan Subjektif pada Remaja Korban Perundungan
Abstract
Abstract. Bullying is a social phenomenon that can be experienced by various age groups and educational levels. Schools, which should be places for learning and development, often become places where bullying occurs. The purpose of this study is to determine the contribution between school satisfaction and subjective well-being (SWB) focused on adolescent victims of bullying in Junior High School. The samples in this study were junior high school students in Bandung City aged 12 to 16 years (N=254; 52% male, 48% female), selected using stratified cluster random sampling technique with cross-sectional quantitative survey research design. Measurements were made using instruments from Children's Worlds, namely School Satisfaction, Children's Worlds Subjective Well-Being Scale 5 (CW-SWBS5) and School Bullying. The results showed that school satisfaction contributed to SWB at a significant level (p < .05), with 46.1% of SWB variability explained by school satisfaction. So when students are dissatisfied with their school environment, this is significantly associated with a decrease in their SWB. There is SWB of adolescent victims of bullying (M = 63.91; SD = 28.52) is below average, this refers to the set-point from Cummins. These findings highlight the importance of creating more supportive and safe school environments to help improve school satisfaction and SWB of students who experience bullying.
Abstrak. Perundungan merupakan fenomena sosial yang dapat dialami oleh berbagai kelompok usia dan jenjang pendidikan. Sekolah yang seharusnya menjadi tempat belajar dan berkembang, seringkali menjadi tempat terjadinya perundungan. Tujuan dari penelitian ini adalah untuk mengetahui kontribusi antara kepuasan sekolah dengan kesejahteraan subjektif (SWB) yang difokuskan pada remaja korban perundungan di SMP. Sampel dalam penelitian ini merupakan siswa SMP di Kota Bandung yang berusia 12 hingga 16 tahun (N=254; 52% laki-laki, 48% perempuan), dipilih menggunakan teknik stratified cluster random sampling dengan desain penelitian kuantitatif cross-sectional survey. Pengukuran dilakukan menggunakan instrumen dari Children’s Worlds, yaitu School Satisfaction, Children's Worlds Subjective Well-Being Scale 5 (CW-SWBS5) dan School Bullying. Hasil penelitian menunjukkan bahwa kepuasan sekolah berkontribusi terhadap SWB pada tingkat yang signifikan (p < .05), dengan 46.1% variabilitas SWB dapat dijelaskan oleh kepuasan sekolah. Sehingga ketika siswa merasa tidak puas dengan lingkungan sekolah mereka, hal ini secara signifikan berhubungan dengan penurunan SWB mereka. Adapun SWB remaja korban perundungan (M= 63.91; SD =28.52) berada di bawah rata-rata, hal ini mengacu pada set-point dari Cummins. Temuan ini menyoroti pentingnya untuk menciptakan lingkungan sekolah yang lebih mendukung dan aman untuk membantu meningkatkan kepuasan sekolah dan SWB siswa yang mengalami perundungan.
References
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Bilić, V., Flander, G. B., & Rafajac, B. (2014). Life satisfaction and school performance of children exposed to classic and cyber peer bullying. Collegium antropologicum, 38(1), 21–29.
Borualogo, I. S., & Casas, F. (2019). Subjective well-being of bullied children in Indonesia. Applied Research in Quality of Life, 16(2), 753–773. https://doi.org/10.1007/s11482-019-09778-1,
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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. https://doi.org/10.1007/s10902-016-9717-1.
Heiman, T., Olenik‐Shemesh, D., & Liberman, G. (2018). Adolescent involvement in face‐to‐face and cyber victimization: Can personal well‐being mediate social‐emotional behavior?. Journal of Youth Studies, 21(3), 391–404. https://doi.org/10.1080/13676261.2017.1366650.
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Huebner, E. S. (2004). Research on assessment of life satisfaction of children and adolescents. Quality-of-Life Research on Children and Adolescents, 3–33. https://doi.org/10.1007/978-1-4020-2312-5_2.
Jacobsen, B., Lee, J. B., Marquering, W., & Zhang, C. Y. (2014). Gender differences in optimism and asset allocation. Journal of Economic Behavior & Organization, 107, 630–651. https://doi.org/10.1016/j.jebo.2014.03.007.
Lapidot-Lefler, N., & Dolev-Cohen, M. (2014). Comparing cyberbullying and school bullying among school students: Prevalence, gender, and grade level differences. Social Psychology of Education, 18(1), 1–16. https://doi.org/10.1007/s11218-014-9280-8.
Li, Y., Chen, P. Y., Chen, F., & Chen, Y. (2017). Preventing school bullying: Investigation of the link between anti‐bullying strategies, prevention ownership, prevention climate, and prevention leadership. Applied Psychology, 66(4), 577–598. https://doi.org/10.1111/apps.12107.
Lusiana, S. N., & Siful Arifin. (2022). Dampak bullying Terhadap Kepribadian Dan Pendidikan seorang anak. Kariman: Jurnal Pendidikan Keislaman, 10(2), 337–350. https://doi.org/10.52185/kariman.v10i2.252.
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Mucherah, W., Finch, H., White, T., & Thomas, K. (2018). The relationship of school climate, teacher defending and friends on students' perceptions of bullying in high school. Journal of adolescence, 62, 128-139. https://doi.org/10.1016/j.adolescence.2017.11.012.
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Aldridge, J. M., & McChesney, K. (2018). The relationships between school climate and Adolescent Mental Health and Wellbeing: A systematic literature review. International Journal of Educational Research, 88(1), 121–145. https://doi.org/10.1016/j.ijer.2018.01.012.
Amaliya, R. (2015). Kebahagiaan Dan Gender : Tinjauan Kritis tentang makna Kebahagiaan Ditinjau dari perspektif gender. Psikoislamika : Jurnal Psikologi Dan Psikologi Islam, 12(2), 17. https://doi.org/10.18860/psi.v12i2.6400.
Awaludin, M. A. (2023). Model Manajemen Pencegahan Perundungan di SDIT Al Haraki Depok jawa Barat. Tarbawi : Jurnal Pemikiran Dan Pendidikan Islam, 6(2), 151–167. https://doi.org/10.51476/tarbawi.v6i2.516.
Bălţătescu, S., & Cernea-Radu, A. E. (2024). Age-related variations in school satisfaction: The mediating role of school engagement. Hungarian Educational Research Journal. https://doi.org/10.1556/063.2024.00302.
Bilić, V., Flander, G. B., & Rafajac, B. (2014). Life satisfaction and school performance of children exposed to classic and cyber peer bullying. Collegium antropologicum, 38(1), 21–29.
Borualogo, I. S., & Casas, F. (2019). Subjective well-being of bullied children in Indonesia. Applied Research in Quality of Life, 16(2), 753–773. https://doi.org/10.1007/s11482-019-09778-1,
Borualogo, I. S., & Gumilang, E. (2019). Kasus perundungan anak di Jawa Barat: Temuan awal Children’s Worlds Survey di Indonesia. Psympathic, 6(1), 15-30. https://doi.org/10.15575/psy.v6i1.443.
Borualogo, I. S., Gumilang, E., Mubarak, A., Khasanah, A. N., Wardati, M. A., Diantina, F. P., Permataputri, I., & Casas, F. (2019). Process of translation of the children’s worlds subjective well-being scale in Indonesia. Proceedings of the Social and Humaniora Research Symposium (SoRes 2018). https://doi.org/10.2991/sores-18.2019.42.
Borualogo, I. S., Saefudin, M. A., Wahyudi, H., & Kusdiyati, S. (2024). Traditional bullying, cyberbullying, and subjective well-being post-covid-19 in Indonesia. Jurnal Psikologi, 51(1), 81. https://doi.org/10.22146/jpsi.90980,
Bosakova, L., Geckova, A.M., Dijk, J. P., & Reijneveld, S.A. (2020). The associations of gender, family affluence, disruptions in the social context and learning difficulties with school satisfaction among adolescents in Slovakia. International Journal of Public Health, 65(8), 1413-1421. https://doi.org/10.1007/s00038-020-01474-4.
Bowser, J., Larson, J. D., Bellmore, A., Olson, C., & Resnik, F. (2018). Bullying victimization type and feeling unsafe in middle school. The Journal of School Nursing, 34(4), 256–262. https://doi.org/10.1177/1059840518760983.
Casas, F., & González, M. (2017). School: One world or two worlds? Children's Perspectives. Child. Youth Serv. Rev. 80, 157-170. https://doi.org/10.1016/j.childyouth.2017.06.054.
Casas, F., Bălţătescu, S., Bertran, I., González, M., & Hatos, A. (2012). School satisfaction among adolescents: Testing different indicators for its measurement and its relationship with overall life satisfaction and subjective well-being in Romania and Spain. Social Indicators Research, 111(3), 665–681. https://doi.org/10.1007/s11205-012-0025-9.
Casas, F., Bălţătescu, S., Bertran, I., González, M., & Hatos, A. (2012). School satisfaction among adolescents: Testing different indicators for its measurement and its relationship with overall life satisfaction and subjective well-being in Romania and Spain. Social Indicators Research, 111(3), 665–681. https://doi.org/10.1007/s11205-012-0025-9.
Cummins, R. A. (2016). The theory of subjective wellbeing homeostasis: A contribution to understanding life quality. A Life Devoted to Quality of Life, 61–79. https://doi.org/10.1007/978-3-319-20568-7_4.
Didaskalou, E., Andreou, E., Roussi‐Vergou, C., & Skrzypiec, G. (2018). Are Greek students flourishing?. Pastoral Care in Education Journal, 36(3), 223–237. https://doi.org/10.1080/02643944.2018.1480185.
García Bacete, F. J., Marande Perrin, G., Schneider, B. H., & Blanchard, C. (2014). Effects of school on the well-being of children and adolescents. In Ben-Arieh, A., Casas, F., Frønes, I., Korbin, J. (Eds.) Handbook of Child Well-Being, 1251–1305. https://doi.org/10.1007/978-90-481-9063-8_149.
Gómez-Baya, D., García-Moro, F. J., Muñoz-Silva, A., & Martín-Romero, N. (2021). School satisfaction and happiness in 10-year-old children from seven European countries. Children, 8(5), 370. https://doi.org/10.3390/children8050370.
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. https://doi.org/10.1007/s10902-016-9717-1.
Heiman, T., Olenik‐Shemesh, D., & Liberman, G. (2018). Adolescent involvement in face‐to‐face and cyber victimization: Can personal well‐being mediate social‐emotional behavior?. Journal of Youth Studies, 21(3), 391–404. https://doi.org/10.1080/13676261.2017.1366650.
Herlambang, S., Andhika, M. R., & Ayu, F. S. (2019). Gambaran perilaku perundungan (bullying) siswa sekolah dasar di Kota Jambi. Dalam Naskah Prosiding Temilnas XI IPPI (Malang, 20-21 September 2019) (646-656). ISBN 978-60274420-7-8.
Huebner, E. S. (1994). Preliminary development and validation of a multidimensional life satisfaction scale for children. Psychological Assessment, 6(2), 149–158. https://doi.org/10.1037//1040-3590.6.2.149.
Huebner, E. S. (2004). Research on assessment of life satisfaction of children and adolescents. Quality-of-Life Research on Children and Adolescents, 3–33. https://doi.org/10.1007/978-1-4020-2312-5_2.
Jacobsen, B., Lee, J. B., Marquering, W., & Zhang, C. Y. (2014). Gender differences in optimism and asset allocation. Journal of Economic Behavior & Organization, 107, 630–651. https://doi.org/10.1016/j.jebo.2014.03.007.
Lapidot-Lefler, N., & Dolev-Cohen, M. (2014). Comparing cyberbullying and school bullying among school students: Prevalence, gender, and grade level differences. Social Psychology of Education, 18(1), 1–16. https://doi.org/10.1007/s11218-014-9280-8.
Li, Y., Chen, P. Y., Chen, F., & Chen, Y. (2017). Preventing school bullying: Investigation of the link between anti‐bullying strategies, prevention ownership, prevention climate, and prevention leadership. Applied Psychology, 66(4), 577–598. https://doi.org/10.1111/apps.12107.
Lusiana, S. N., & Siful Arifin. (2022). Dampak bullying Terhadap Kepribadian Dan Pendidikan seorang anak. Kariman: Jurnal Pendidikan Keislaman, 10(2), 337–350. https://doi.org/10.52185/kariman.v10i2.252.
Maharani, S., Borualogo, I.S. (2022) Hubungan antara Iklim Sekolah dan Subjective Well-Being Siswa SMP Korban Perundungan Siber di Kota Bandung. https://doi.org/10.29313/bcsps.v2i3.3734.
Mangkona, A. A, & Borualogo, I. S. (2022). Hubungan antara Kepuasan terhadap Sekolah dengan Subjective Well- Being Siswa SMP di Kota Bandung. In Bandung Conference Series: Psychology Science, 2(2), 583-591. https://doi.org/10.29313/bcsps.v2i3.3673.
Marquez, J. (2023). Gender differences in school effects on Adolescent life satisfaction: Exploring cross-national variation. Child & Youth Care Forum, 53(2), 389–409. https://doi.org/10.1007/s10566-023-09756-7.
Mucherah, W., Finch, H., White, T., & Thomas, K. (2018). The relationship of school climate, teacher defending and friends on students' perceptions of bullying in high school. Journal of adolescence, 62, 128-139. https://doi.org/10.1016/j.adolescence.2017.11.012.
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