Pengaruh Dukungan Orang Tua, Iklim Sekolah, dan Efikasi Diri Akademik terhadap Resiliensi Akademik Siswa SMK Penerima PIP dan Non-PIP

Abstract

Pada tahun ajaran 2024/2025, sebanyak 13.416 siswa SMK di Indonesia mengulang kelas. Penelitian ini bertujuan menganalisis pengaruh dukungan orang tua, iklim sekolah, dan efikasi diri akademik terhadap resiliensi akademik siswa SMK penerima PIP dan non-PIP. Penelitian ini menggunakan pendekatan kuantitatif dengan teknik purposive sampling pada 199 siswa kelas XI SMK. Data dianalisis menggunakan independent samples t-test, korelasi Pearson, dan regresi linier berganda. Hasil penelitian menunjukkan adanya perbedaan dukungan ayah antara kedua kelompok. Lama pendidikan ibu, usia ibu, dan jumlah anggota keluarga inti berhubungan dengan resiliensi akademik. Dukungan orang tua, iklim sekolah, dan efikasi diri akademik berhubungan positif dengan resiliensi akademik, tetapi hanya iklim sekolah dan efikasi diri akademik yang berpengaruh positif signifikan. Temuan ini menegaskan pentingnya penguatan iklim sekolah yang positif dan efikasi diri akademik dalam meningkatkan resiliensi akademik siswa.

In the 2024/2025 academic year, 13,416 vocational high school students in Indonesia repeated a grade. This study aimed to examine the influence of parental support, school climate, and academic self-efficacy on the academic resilience of vocational high school students receiving and not receiving the Program Indonesia Pintar (PIP). A quantitative approach was employed using purposive sampling to recruit 199 eleventh-grade vocational high school students. Data were analyzed using the independent samples t-test, Pearson correlation, and multiple linear regression. The results showed a significant difference in paternal support between the two groups. Mother's years of education, mother's age, and the number of nuclear family members were significantly associated with academic resilience. Parental support, school climate, and academic self-efficacy were positively correlated with academic resilience; however, only school climate and academic self-efficacy had a significant positive effect on academic resilience. These findings underscore the importance of fostering a positive school climate and strengthening students' academic self-efficacy to improve academic resilience.