Resiliensi Akademik Mahasiswa Disabilitas: Analisis Faktor Individual dan Konteks Sosial dengan Pendekatan Mix Methods

Abstract

Kesadaran inklusif yang meningkat telah mendorong bertambahnya jumlah mahasiswa disabilitas di perguruan tinggi, namun mereka tetap menghadapi berbagai tantangan dalam pemenuhan kebutuhan belajar, seperti hambatan personal dan komunikasi, stigma dan penerimaan sosial, keterbatasan aksesibilitas fisik, serta kurangnya sumber daya pembelajaran. Beragam hambatan tersebut berdampak pada kesejahteraan psikologis dan performa akademik, sehingga resiliensi akademik menjadi aspek penting bagi mahasiswa disabilitas dalam menghadapi tekanan dan tuntutan studi. Dalam perspektif teori ekologi Bronfenbrenner, resiliensi akademik terbentuk melalui interaksi faktor internal individu dan faktor eksternal dari lingkungan terdekat, termasuk keluarga, teman sebaya, dan institusi pendidikan. Penelitian ini bertujuan untuk menganalisis faktor-faktor yang membentuk resiliensi akademik mahasiswa disabilitas dengan melihat pengaruh hubungan orang tua dan anak, hubungan teman sebaya, efikasi diri akademik serta persepsi mahasiswa mengenai aksesibilitas lingkungan akademik. Penelitian ini merupakan penelitian campuran dengan desain Explanatory Research Design. Pengambilan data dilakukan pada bulan Febuari hingga Mei 2025 dengan menggunakan kuesioner dan wawancara semi terstruktur. Penelitian melibatkan 155 mahasiswa disabilitas dengan hambatan penglihatan, pendengaran, dan fisik-motorik pada jenjang Diploma hingga Strata 1 di perguruan tinggi yang tersebar di berbagai wilayah di Indonesia. Pengambilan sampling dilakukan secara voluntary sampling. Data yang diambil berupa karakteristik mahasiswa disabilitas, karakteristik keluarga, hubungan orang tua-anak, hubungan teman sebaya, efikasi diri akademik, dan resiliensi akademik yang merupakan data kuantitatif, serta persepsi mahasiswa disabilitas mengenai aksesibilitas lingkungan akademik di kampus mereka yang merupakan data kualitatif. Data penelitian kuantitatif diolah dan dianalisis melalui Microsoft Excel, SPSS, dan SMART-PLS. Analisis deskriptif digunakan untuk menggambarkan distribusi jawaban responden berdasarkan variabel penelitian dan kategori jenis hambatan. Analisis hubungan dilakukan melalui uji korelasi Spearman guna menilai keterkaitan antara karakteristik responden dan keluarga sebagai variabel utama. Analisis Structural Equation Modeling (SEM)-PLS diterapkan untuk menguji pengaruh langsung maupun tidak langsung antar variabel laten. Selanjutnya dilakukan eksplorasi peran aksesibilitas lingkungan akademik dengan efikasi diri akademik dan resiliensi akademik melalui analisis tematik dengan cara pengodean hasil transkrip wawancara. Rata-rata usia responden yang terlibat dalam penelitian ini berada pada usia 18-25 tahun (SD= 2,967; min-maks= 18-35) dengan sebaran mahasiswa dengan hambatan penglihatan (n= 36; 23,2%), hambatan pendengaran (n= 82; 52,9%), dan hambatan fisik-motorik (n= 37; 23,9%). Rata-rata usia ayah dan ibu yakni antara 40 sampai 60 tahun. Proporsi terbesar pendidikan ayah (39,4%) adalah SMA, sedangkan proporsi terbesar pendidikan ibu (40%) adalah tamatan perguruan tinggi. Sebagian besar pekerjaan ayah (27,7%) adalah pedagang/wiraswasta, dan sebagian besar profesi ibu (35,5%) adalah ibu rumah tangga. Sebanyak 24,5 persen pendapatan keluarga berada di antara 1 hingga 2 juta rupiah. Hubungan orang tua dan anak masuk dalam kategori sedang (55,7%) dengan rata-rata indeks 63,28. Proporsi terbesar hubungan teman sebaya total berada dalam kategori sedang (65,8%) dengan rata-rata indeks 66,57. Skor efikasi diri akademik menunjukkan lebih dari separuh responden berada dalam kategori sedang (69%) dengan rata-rata indeks 63,9. Tingkat Resiliensi Akademik mahasiswa disabilitas menunjukkan berada pada kategori sedang (60,6%) dengan rata-rata 67,91. Hasil uji beda menunjukkan tidak terdapat perbedaan signifikan pada hubungan orang tua-anak, hubungan teman sebaya, dan efikasi diri akademik di antara ketiga jenis hambatan mahasiswa. sedangkan pada resiliensi akademik terdapat perbedaan signifikan, dengan tingkat resiliensi tertinggi diperoleh oleh kelompok mahasiswa dengan hambatan fisik-motorik. Hasil uji SEM-PLS menunjukkan bahwa kualitas hubungan orang tua-anak memberi pengaruh terhadap hubungan teman sebaya dan resiliensi akademik mahasiswa disabilitas, namun tidak berpengaruh terhadap efikasi diri akademik. hubungan teman sebaya memiliki pengaruh signifikan baik terhadap efikasi diri akademik maupun terhadap resiliensi akademik. kemudian efikasi diri akademik memiliki pengaruh signifikan terhadap resiliensi akademik. Temuan menunjukkan bahwa hubungan teman sebaya dan efikasi diri akademik menjadi prediktor tertinggi dalam memberi pengaruh terhadap peningkatan resiliensi akademik. Hasil analisis kualitatif menunjukkan bahwa aksesibilitas lingkungan akademik berperan penting dalam membentuk efikasi diri akademik dan resiliensi akademik mahasiswa disabilitas. Aksesibilitas yang baik meliputi kebijakan institusi, dukungan sosial, dan fasilitas pembelajaran adaptif yang dapat mendorong peningkatan keyakinan mahasiswa terhadap kemampuan akademiknya. Di perguruan tinggi dengan praktik inklusi yang kuat, mahasiswa cenderung memiliki efikasi diri tinggi, ditunjukkan dengan kemampuan mengelola proses belajar baik secara mandiri, adaptif, dan memanfaatkan layanan akademik dengan optimal. Sebaliknya, keterbatasan aksesibilitas membuat mahasiswa harus mengandalkan motivasi internal dan dukungan keluarga sebagai bentuk adaptasi terhadap minimnya dukungan lingkungan. Hasil penelitian ini menegaskan bahwa resiliensi akademik mahasiswa disabilitas terbentuk melalui interaksi antara faktor individual dan konteks sosial, sehingga memperluas pemahaman dalam kerangka ekologi Bronfenbrenner. Kualitas hubungan keluarga dan teman sebaya, serta keyakinan diri terhadap kemampuan akademik terbukti meningkatkan resiliensi mahasiswa dalam menghadapi tantangan akademik. Selain itu, institusi pendidikan tinggi sebagai bagian dari mesosistem perlu berperan aktif tidak hanya dalam menyediakan akses fisik, tetapi juga dalam menciptakan lingkungan sosial yang inklusif dan suportif supaya mahasiswa disabilitas dapat berkembang secara optimal.

Increased awareness of inclusiveness has led to an increase in the number of students with disabilities in higher education. However, they still face various challenges in meeting their learning needs, such as personal and communication barriers, stigma and social acceptance, limited physical accessibility, and a lack of learning resources. These various obstacles impact psychological well-being and academic performance, making academic resilience a crucial aspect for students with disabilities in coping with the pressures and demands of study. Form Bronfenbrenner’s ecological theory perspective, academic resilience is formed through the interaction of internal factors within the individual and external factors from immediate environment, including family, peers, and educational institutions. This study aims to analyze the factors shaping academic resilience in students with disabilities by examining the influence of parent-child relationships, peer relationships, academic self-efficacy, and student’s perceptions of the accessibility of the academic environment. This is a mixed-methods study with a explanatory research design. Data collection was conducted from February to May 2025 using questionnaires and semi-structured interviews. The study involved 155 students with disabilities with visual, hearing, and physical-motor impairments at the Diploma to Bachelor’s level at universities across Indonesia, predominantly located on the Java island. Voluntary sampling was used. Quantitative data included respondent characteristics, family characteristics, parent-child relationships, peer relationships, academic self-efficacy, and academic resilience, as well as students’ perceptions of the accessibility of the academic environment on their campuses as qualitative data. Quantitative research were processed and analyzed using Microsoft Excel, SPSS, and SMART-PLS. Descriptive analysis was used to describe the distribution of respondents’ answers based on research variables and categories of barriers. Relationship analysis was conducted using the Spearman correlation test to assess the relationship between respondent characteristics and family characteristics as the primary variable. Structural Equation Modeling (SEM)-PLS analysis was applied to test the direct and indirect effects between latent variables. Furthermore, an exploration of the role of academic environmental accessibility with academic self-efficacy and academic resilience was carried out through thematic analysis by coding the results of interview transcripts. The average age of respondents in this study was 18-25 years (SD= 2,967; min-max= 18-35), with students distributed among them with visual impairments (n= 36; 23,2%), hearing impairments (n= 82; 52,9%), and physical-motor impairments (n= 37; 23,9%). The average age of fathers and mothers was between 40-60 years. The largest proportion of fathers’ education (39,4%) was high school, while the largest proportion of mothers’ education (40%) was college graduates. Most fathers’ occupations (27,7%) were entrepreneurs, and most mothers’ professions (35,5%) were housewives. A 24,5 percent family income was between 1 and 2 million rupiah. Parent-child relationships fell into the moderate category (55,7%) with an average index of 63,28. The largest proportion of total peer relationships fell into the moderate category (65,8%) with an average index of 66,57. Academic self-efficacy scores showed that more than half of respondents fell into the moderate category (69%) with an average index of 63,9. The academic resilience level of students with disabilities fell into the moderate category (60,6%) with an average index of 67,91. The results of the difference test showed no significant differences in parent-child relationships, peer relationships, and academic self-efficacy among the three categories of students with disabilities. Meanwhile, in Academic Resilience there are significant differences, with the highest level of resilience obtained by the group of students with physical-motor disabilities. The SEM-PLS results showed that the quality of parent-child relationships influenced academic resilience in students with disabilities, but not academic self-efficacy. Peer relationships had a significant influence on both academic self-efficacy and academic resilience. Furthermore, academic self-efficacy had a significant influence on academic resilience. In the path analysis, parent-child relationships directly influence academic resilience, but become insignificant when moderated by academic self-efficacy. Meanwhile, peer relationships have both direct and indirect effects on academic resilience through academic self-efficacy. The findings show that peer relationships and academic self-efficacy are the highest predictors in influencing increased academic resilience. Ther results of the qualitative analysis indicated that the accessibility of the academic environment plays a crucial role in shaping the academic self-efficacy and resilience of students with disabilities. Good accessibility encompasses institutional policies, social support, and adaptive learning facilities that can foster students’ confidence in their academic abilities. In universities with strong inclusive practices, students tend to have high self-efficacy, demonstrated by their ability to manage the learning process independently, adaptively, and optimally utilize academic services. Conversely, limited accessibility forces students to rely on internal motivation and family support to cope with minimal environmental support. The results of this study confirmed that the academic resilience of students with disabilities is formed through the interaction of individual factors and the social context, thus broadening the understanding within Bronfenbrenner’s ecological framework. Social support, the quality of family and peer relationships, and self-confidence in academic abilities have been shown to increase student resilience in facing academic challenges. Furthermore, higher education institutions, as part of the mesosystem, need to play an active role not only in providing physical access but also in creating an inclusive and supportive social environment so that students with disabilities can develop optimally.