Peran Perceived Social Support terhadap Academic Adjustment Pada Siswa Baru Kelas 7 Sekolah Menengah Pertama Berbasis Inklusi

Firdausya, Andi Dhaifullah (2019) Peran Perceived Social Support terhadap Academic Adjustment Pada Siswa Baru Kelas 7 Sekolah Menengah Pertama Berbasis Inklusi. Sarjana thesis, Universitas Brawijaya.

Abstract

Penelitian ini bertujuan untuk mengetahui apakah terdapat peran perceived social support terhadap academic adjustment pada siswa baru kelas 7 sekolah menengah pertama berbasis inklusi. Metode yang digunakan dalam penelitia ini adalah metode kuantitatif korelasional dengan populasi siswa baru kelas 7 yang bersekolah di SMP berbasis inklusi. Pada penelitian ini menggunakan dua instrument penelitian, yaitu skala perceived social support diukur dengan Child and Adolescent Social Support Scale (CASSS) dan skala academic adjustment diukur dengan The Student Adaptation To College Questionare (SACQ). Uji hipotesis dilakukan dengan menggunakan analisis regresi linear berganda dengan melakukan uji asumsi terlebih dahulu. Hasil penelitian menunjukkan bahwa perceived social support memiliki peran terhadap academic adjustment pada siswa kelas 7 SMP berbasis inklusi dengan p = 0,001 (p<0,05). Orang tua berperan sebesar 37,6% (R=0,613), teman sekelas sebesar 30,5% (R=0,552), sahabat sebesar 14,9% (R=0,386), dan yang tidak berperan guru sebesar 48,8% (R=0,699)orang di lingkungan sekolah sebesar 49,1% (R=0,701).

English Abstract

This study aims to determine whether there is the role of perceived social support for academic adjustment in new students of 7th grade in inclusive secondary schools. The method used in this study is a quantitative correlational method with a population of 7th grade new students attending an inclusive junior high school. In this study used two research instruments, namely the scale of perceived social support measured by the Child and Adolescent Social Support Scale (CASSS) and the academic adjustment scale measured by The Student Adaptation To College Questionare (SACQ). Hypothesis testing is done by using multiple linear regression analysis by first assumption testing. The results showed that perceived social support had a role in academic adjustment in grade 7 middle school students on an inclusive basis with p = 0.001 (p <0.05). Parents account for 37.6% (R = 0.613),), classmates 30.5% (R = 0.552), friends 14.9% (R = 0.386), and those that don’t play a role teachers 48.8% (R = 0.699 and people in the school environment by 49.1% (R = 0.701).

Other obstract

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Item Type:	Thesis (Sarjana)
Identification Number:	SKR/FISIP/2020/153/052003207
Uncontrolled Keywords:	Academic adjustment, Perceived social support, Siswa baru kelas 7, Academic adjustment, Perceived social support, Inclusion based middle school freshman
Subjects:	300 Social sciences > 371 Schools and their activities; special education
Divisions:	Fakultas Ilmu Sosial dan Ilmu Politik > Psikologi
Depositing User:	Budi Wahyono Wahyono
Date Deposited:	10 Aug 2020 07:00
Last Modified:	18 Oct 2021 06:18
URI:	http://repository.ub.ac.id/id/eprint/180793

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