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All Journal Islam Universalia : International Journal of Islamic Studies and Social Sciences
Novita Maulidya Jalal
Muhammadiyah University of Yogyakarta, Indonesia
Religion Humanities Languange, Linguistic, Communication & Media Social Sciences Other

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Does Academic Resilience Differ between Urban and Regency District Senior High School Students? Novita Maulidya Jalal; Azam Syukur Rahmatullah; Fitriah M. Suud
Islam Universalia: International Journal of Islamic Studies and Social Sciences Vol 8 No 2 (2026): Islam Universalia
Publisher : Cyber Media Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56613/islam-universalia.v6i2.387

Abstract

Academic resilience plays a critical role in supporting students' academic achievement and psychological well-being. Yet, empirical evidence comparing this construct between urban and regency district students within the Indonesian context remains limited. This study aimed to examine whether differences in academic resilience exist between senior high school students in urban Makassar and those in regency districts of South Sulawesi Province. A quantitative comparative approach was employed involving 79 senior high school students (9 from the city and 70 from regency districts), with data collected using the Academic Resilience Scale (ARS-30) and analyzed using an independent samples t-test in IBM SPSS Statistics version 25. The results showed that regency students scored slightly higher than urban students (a difference of approximately 0.632 points). However, both groups predominantly fell within the moderate category (67.14% of regency students and 89.89% of urban students). They largely converged within the adequate category under hypothetical grouping (61% of regency students and 44.44% of urban students), with the difference failing to reach statistical significance. It is concluded that academic resilience does not differ substantially between urban and regency district senior high school students, indicating that place of residence is not a determining factor shaping this construct. These findings imply that efforts to enhance academic resilience should prioritize strengthening internal and external protective factors, such as self-efficacy, motivation, and social support, rather than relying on geographic classification as a basis for intervention design.
Co-Authors Azam Syukur Rahmatullah Fitriah M. Suud