Role of School Climate on Types of Self-Regulated Learning (Growth Pathway and Well-being Pathway Types) among Students in Modern Islamic Boarding Schools
DOI:
https://doi.org/10.59653/jemls.v3i02.1647Keywords:
School Climate, Self-regulated Learning, Growth-Pathway, Well-being Pathway, Modern Islamic Boarding SchoolAbstract
This study explores school climate's role in self-regulated learning (SRL) among students at modern Islamic boarding schools (pesantren) in Medan City. As the number of subjects and study hours increases, students face the challenge of learning independently. The research sample consisted of 350 students from grades 8 and 9 across four modern Islamic boarding schools. Data were collected using a Likert scale measuring SRL and school climate. The SRL data used in this study differ from those in other SRL research, as this study analyzes SRL based on different types of self-regulated learning. This distinction is important because it can help students maximize their learning potential and assist educators in assigning appropriate tasks. The regression analysis results indicate that school climate has a significant effect on the growth pathway type of SRL, contributing 5.2%, as well as on the well-being pathway type, contributing 5.7%. These findings highlight the importance of fostering a positive school climate to support students' independent learning, enabling them to achieve their learning objectives more effectively. This study recommends that Islamic boarding school authorities pay greater attention to aspects of school climate to enhance students' learning, self-development and emotional well-being.
Downloads
References
Akhmad, R. A., & Kuriyah. (2023). Hubungan Motivasi Belajar dan Iklim Pesantren dengan Prestasi Belajar Kemuhammadiyahan Santri di Pondok Pesantren Muhammadiyah. Journal on Education, 6, 9078-9085.
Ambarwati, N. A. (2016). Kejenuhan Belajar Dan Cara Mengatasinya (Studi Komparasi Pembelajaran Agama Islam pada Pondok Pesantren An-Nuur, Al Hikmah dan Al-Hadid di Kecamatan Karangmojo Kabupaten Gunungkidul, DIY). 10-16.
Anas, H. I. (2012). Kurikulum dan Metodologi Pembelajaran Pesantren. Cendekia, 10, 29-44. doi: : 10.21154/cendekia.v10i1.400
Balkis, M., & Duru, E. (2016). Procrastination, self-regulation failure, academic life satisfaction, and affective well-being:underregulation or misregulation form. Eur J Psychol Educ, 31, 439-459. doi: 10.1007/s10212-015-0266-5
Bilgin, O., Ince, M., & YEŞİLYURT, E. (2021). The Effects of University Students' School Climate on Their Motivation. International Journal of Psychology and Educational Studies, 8, 112-121.
Boekaerts, M. (1995). The interface between intelligence and personality as determinants of classroom learning. In D. H. Saklofske & M. Zeidner (Eds.), International handbook of personality and intelligence (pp. 161–182). Plenum Press.
Boekaerts, M. (2011). Emotions, Emotion Regulation, and Self-Regulation of Learning. In B. Zimmerman, & D. Schunk, Handbook of Self-Regulation of Learning and Performance. New York: Routledge.
Boekaerts, M., & Corno, L. (2005). Self-Regulation in the Classroom: A Perspective on Assessment and Intervention. International Association for Applied Psychology, 2, 199-231.
Dadeh, T. H. (2021). Exploring School Climate And Indonesian Year 8 Students' Mathematics Learning Outcomes: A Mixed Method Study. England: Bristol. Retrieved from https://research-information.bris.ac.uk/en/studentTheses/exploring-school-climate-and-indonesian-year-8-students-mathemati
Dincer, B. (2021). Investigating the School Climate Perceptions and School Motivations of Middle School Students. International Journal of Educational Methodology, 2(2), 361-372. doi:10.12973/ijem.7.2.361
Habibi, M. M., Syifa, N. N., & Sadita, A. A. (2020). Implementasi Self-regualted Learning (SRL) Santri Penghafal AL-Qur'an di Pondok Pesantren Al-Qur'an Nurul Ulum Kretek-Bantul. In Eksistensi Pendidikan Islam Basis Nilai, Perspektif, dan Inovasi Pengembangannya (pp. 19-27). Yogyakarta: Istana Publishing.
Hannani , A., & Ajikusumo, C. (2021). The Relationship of Self Regulated Learning with Academic Adjustment of Seventh Grade Santri of Pondok Pesantren. TAZKIYA ( Jurnal of Psychology), 2, 108-121. doi: http://dx.doi.org/10.15408/tazkiya.v9i2.17196
Husaini, R., Dadeh , T., & Hasnida. (2023). The Effect of School Climate And Family Social Support on Subjective Well-Being of Middle School Students In Modern Islamic Boarding School. Edukasi Islami: Jurnal Pendidikan Islam, 12, 2337-2352.doi:10.30868/ei.v12i03.4607
Kamal, F. (2020). Model Pembelajaran Sorogan dan Bandongan dalam Tradisi Pondok Pesantren. Jurnal Paramurobi, 3, 15-26. doi: e-ISSN: 2657-2222
Mander, D. J., Lester, L., & Cross, D. (2015). The social and emotional well-being and mental health implications for adolescents transitioning to secondaryboarding school. Int J Child Adolesc Health, 8, 131-140.
Martin, F. F., Tirado, J., & Torres, M. (2022). The impact of a peer-tutoring program to improve self-regulated learning. Annals of Psychology, 38, 110-118. doi:https://doi.org/10.6018/analesps.483211
Muna, N. (2013). Efektifitas Teknik Self Regulation Learning Dalam Mereduksi Tingkat Kejenuhan Belajar Siswa Di Sma Insan Cendekia Sekarkemuning. Holistik, 14, 57-78. doi: 10.24235/holistik.v14i2.450
National School Climate Center. (2021). National school climate standards. https://schoolclimate.org/wp-content/uploads/2021/05/school-climate-standards.pdf
Newland, L. A., DeCino, D. A., Mourlam, D. J., & Strouse, G. A. (2019). School Climate, Emotions, and Relationships: Children's Experiences of Well-Being in the Midwestern U.S. International Journal of Emotional Eduction, 11, 67-83.
Nugroho, M., Asri, D. N., & Kadafi, A. (2022). Faktor yang mempengaruhi self-regulated learning pada siswa SMP. Prosiding SNBK (Seminar Nasional Bimbingan dan Konseling), 6
Pesantren Raudhatul Jannah Subussalam. (2021). Jadwal Harian Pondok. Retrieved Februari 18, 2023, from Pesantren Raudhatul Jannah Subussalam: https://raudhatuljannah.ponpes.id/jadwal/
Pietarinen, J., Soini, T., & Pyhalto, K. (2014). Students' emotional and cognitive engagement as the determinants of well-being and achievement in school. International Journal of Educational Research, 67, 40-51. doi:http://dx.doi.org/10.1016/j.ijer.2014.05.001
Pintrich, P. R. (2000). The Role Of Goal Orientation In The Role Of Goal Orientation In. In M. Boekaerts, P. Pintrich, & M. Zeidner, Handbook of Self-regulation. USA: Elsevier.
Prayoga, A., Irawan, & Rusdiana, A. (2020). karakteristik Program Kurikulum Pondok Pesantren. Al-Hikmah : Jurnal Pendidikan dan Pendidikan Agama Islam, 2, 77-86.
Rola, F. (2023, Oktober 30). Peran Guru Dalam Meningkatkan Regulasi Diri Dalam Belajar Siswa. Februari 23, 2023, from Waspada.id: https://www.waspada.id/opini/peran-guru-dalam-meningkatkan-regulasi-diri-dalam-belajar-siswa/
Schunk, D. H., & Greene, J. (2018). Handbook of Self-Regulation of Learning and Performance second edition. New York: Rouledge.
Sudarmo, F. (2021). Historiografi Pesantren di Indonesia. Historia Madania, 5, 65-80.
Sudla, W., Wongwanich, S., & Sriklaub, K. (2020). Development of a School Climate Scale Based on School Members' Shared Experience. The Journal of Behavioral Science, 15(1), 52-57.
Syifa, P. A., Sugiharto, D., & Mulawarman, M. (2024). The Effects of Self-Regulated Learning and School Climate on Student Well-Being through Academic Hardiness. Jurnal Bimbingan Konseling, 13, 15-21.
Tennant, J. E., Demaray, M. K., Malecki, C. K., Terry, M. N., Clary, M., & Elzinga, N. (2015). Students' Ratings of Teacher Support and Academic and Social–Emotional Well-Being. School Psychology Quarterly, 30, 494-512. doi: http://dx.doi.org/10.1037/spq0000106
Wang , M.-T., & Degol, J. (2016). School Climate: a Review of the Construct, Measurement, and Impact on Student Outcomes. Educ Psychol Rev, 28, 315-352. doi: 10.1007/s10648-015-9319-1
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Zulfiah Sumirna Zega, Tarmidi Dadeh, Meutia Nauly
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
