Komunikasi Orang Tua-Remaja, Kualitas Persahabatan, dan Kecerdasan Emosional pada Siswa Boarding School dan Non-Boarding School

Abstract

Sistem sekolah yang beragam di Indonesia menciptakan fenomena yang bermacam-macam, dua di antaranya yaitu boarding dan non-boarding. Siswa sekolah menengah atas adalah remaja akhir yang rentan mengalami fluktuasi emosional. Penelitian ini bertujuan menganalisis pengaruh karakteristik individu, karakteristik keluarga, komunikasi orang tua-remaja dan kualitas persahabatan terhadap kecerdasan emosional pada siswa sekolah boarding dan non-boarding. Contoh pada penelitian ini adalah siswa kelas 12 di SMA terpilih di Kota Bogor yang diambil dengan teknik purposive sampling dengan jumlah contoh 151 siswa. Data dianalisis menggunakan uji deskriptif, uji beda, uji korelasi Pearson dan uji regresi linier berganda. Hasil penelitian menemukan bahwa kecerdasan emosional pada siswa boarding dipengaruhi secara signifikan dan positif oleh komunikasi ibu-remaja; sementara kecerdasan emosional pada siswa non-boarding dipengaruhi secara signifikan dan positif oleh komunikasi ayah-remaja dan jenis kelamin.

The diversity of school systems in Indonesia creates various phenomena, including boarding and non-boarding schools. High school students are late adolescents who are vulnerable to emotional fluctuations. This study aims to analyze the influence of individual characteristics, family characteristics, parent-adolescent communication and friendship quality on emotional intelligence among students of boarding school and non-boarding school. The sample in this study was 12th-grade students in selected schools in Bogor City. The respondents were selected by purposive sampling technique with a sample size of 151 students. Data were analyzed using descriptive tests, Independent t-tests, Pearson correlation tests and multiple linear regression tests. The results found that emotional intelligence in boarding school students were significantly and positively influenced by mother-adolescent communication; while emotional intelligence in non-boarding school students were significantly and positively influenced by father-adolescent communication and gender.