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School Climate and Academic Hardiness on Students’ Subjective Well-Being in Boarding School with Student Engagement as Mediator Na’imah, Tri; Sriyanto, Sriyanto; Nur'aeni, Nur'aeni; Azzahra, Nabilla Feylisha
Islamic Guidance and Counseling Journal Vol. 8 No. 1 (2025): Islamic Guidance and Counseling Journal
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung in collaboration with Asosiasi Bimbingan dan Konseling Indonesia (ABKIN)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/0020258567200

Students in boarding schools face additional pressures due to dual curriculum, high cognitive load, personal problems such as family homesickness, feelings of not belonging, and poor sleep patterns that compound worsening student well-being. This study examines the relationship between school climate and academic hardiness with student subjective well-being, with the mediation of student engagement among students in boarding schools. Data were collected using the Student Subjective Wellbeing Questionnaire (SSWQ; CR=0.941), School Climate Scale (SCR; CR=0.895), The Academic Hardiness Scale (AHS; CR=0.921), and Student Engagement Scale (SES; CR=0.902). A total of 519 junior and senior high school students who participated in Islamic boarding school programs in Banyumas Regency, Central Java, Indonesia, were involved in the study. The data were analysed using AMOS (Analysis of Moment Structures) software to conduct structural model analysis and hypothesis validation, to evaluate the relationship between variables. The results indicated that student engagement mediates school climate and student subjective well-being. Student engagement also mediates the relationship between academic hardiness and student subjective well-being. Students in boarding schools suggested to have a positive perception of the school environment and academic hardiness in facing academic problems and challenges to achieve well-being while living in the dormitory.

School Climate and Academic Hardiness on Students’ Subjective Well-Being in Boarding School with Student Engagement as Mediator Na’imah, Tri; Sriyanto, Sriyanto; Nur'aeni, Nur'aeni; Azzahra, Nabilla Feylisha
Islamic Guidance and Counseling Journal Vol. 8 No. 1 (2025): Islamic Guidance and Counseling Journal
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung in collaboration with Asosiasi Bimbingan dan Konseling Indonesia (ABKIN)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/0020258567200

Students in boarding schools face additional pressures due to dual curriculum, high cognitive load, personal problems such as family homesickness, feelings of not belonging, and poor sleep patterns that compound worsening student well-being. This study examines the relationship between school climate and academic hardiness with student subjective well-being, with the mediation of student engagement among students in boarding schools. Data were collected using the Student Subjective Wellbeing Questionnaire (SSWQ; CR=0.941), School Climate Scale (SCR; CR=0.895), The Academic Hardiness Scale (AHS; CR=0.921), and Student Engagement Scale (SES; CR=0.902). A total of 519 junior and senior high school students who participated in Islamic boarding school programs in Banyumas Regency, Central Java, Indonesia, were involved in the study. The data were analysed using AMOS (Analysis of Moment Structures) software to conduct structural model analysis and hypothesis validation, to evaluate the relationship between variables. The results indicated that student engagement mediates school climate and student subjective well-being. Student engagement also mediates the relationship between academic hardiness and student subjective well-being. Students in boarding schools suggested to have a positive perception of the school environment and academic hardiness in facing academic problems and challenges to achieve well-being while living in the dormitory.

Pengaruh School Well-Being dan Grit terhadap Academic Achievement pada Siswa SMA Negeri 5 Purwokerto Azzahra, Nabilla Feylisha; Wahidah, Fatin Rohmah Nur; Na'imah, Tri; Noveni, Nia Anggri
JURNAL PSIKOLOGI Vol 21, No 2 (2025): Jurnal Psikologi
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/jp.v21i2.29718

Academic achievement merupakan hal yang penting karena academic achievement merupakan tolok ukur keberhasilan siswa dalam proses belajar. Tinggi rendahnya academic achievement dipengaruhi oleh kondisi sekolah dan ketangguhan siswa untuk mencapai tujuan akademik. Penelitian ini bertujuan untuk mengetahui pengaruh school well-being dan grit terhadap academic achievement pada siswa SMA Negeri 5 Purwokerto, Kabupaten Banyumas. Penelitian ini melibatkan 342 siswa SMA Negeri 5 Purwokerto. Alat ukur yang digunakan yaitu skala school well-being dan skala grit. Alat ukur academic achievement didapatkan dari transformasi nilai rapor semester gasal tahun ajaran 2023/2024. Pengolahan data penelitian menggunakan uji regresi berganda. Hasil penelitian menunjukkan bahwa school well-being dan grit berperan secara signifikan (F = 11,926, sig. = 0.000) baik secara bersama-sama maupun terpisah terhadap academic achievement siswa. Dengan demikian, semakin tinggi school well-being dan grit yang dimiliki oleh siswa maka akan mendorong academic achievement siswa. Oleh karena itu, sekolah diharapkan dapat menciptakan lingkungan pembelajaran yang nyaman sehingga siswa merasa sejahtera dan senang saat berada di sekolah dan dapat berprestasi. Selain itu, sangat penting bagi para siswa untuk mempertahankan keinginan dan dorongan yang ada dalam diri siswa guna meningkatkan academic achievement. Siswa dengan ambisi yang tinggi dapat mengatasi rintangan dan memaksimalkan potensi yang dimiliki.

The meaning of ta’awun in boarding school life: An interpretative phenomenological perspective Na'imah, Tri; Azzahra, Nabilla Feylisha; Septyningtyas, Devi Jati; M Suud, Fitriah; Tahir, Kartini Radjabulan
Psikis : Jurnal Psikologi Islami Vol 11 No 2 (2025): Vol. 11 No. 2 (2025): Psikis : Jurnal Psikologi Islami
Publisher : Program Studi Psikologi Islam, Fakultas Psikologi, Universitas Islam Negeri Raden Fatah Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/psikis.v11i2.29810

This study addressed the limited number of in-depth investigations into the lived meaning of ta’awun among students in Islamic boarding schools, despite its crucial role in shaping their social and spiritual character. Using a qualitative phenomenological approach, this research explored how students experience and interpret ta’awun in their daily dormitory life. Six students, who had lived for two to five years in a Muhammadiyah boarding school in Banyumas, Central Java, participated in semi-structured interviews lasting 45–60 minutes. Data were analysed ideographically and subsequently synthesized across cases using Interpretative Phenomenological Analysis (IPA). The findings revealed complementary interpretations of ta’awun, as emotional regulation through empathy, as worship that fosters sincerity and inner calm, as mediation in conflict resolution, and as a means of strengthening ukhuwah and social inclusivity. The cross-case synthesis illustrated ta’awun as an evolving spiritual–emotional process, beginning with worship that cultivates sincerity, followed by emotional regulation facilitating relational mediation, leading to social inclusion and ukhuwah, and ultimately culminating in social harmony and inner tranquillity. Overall, ta’awun is not merely an act of helping but a continuous process that fosters emotional balance and restores social relationships within the dormitory context. Islamic values, collective awareness, and group identity serve as the foundation sustaining consistent prosocial behavior. This study deepened the phenomenological understanding of ta’awun as a form of lived spirituality that integrates faith, emotional regulation, and communal restoration. Future studies are encouraged to examine other educational contexts to expand its transferability and relevance for character education grounded in Islamic values

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