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All Journal Edukasi Islami: Jurnal Pendidikan Islam Devotion: Journal of Research and Community Service Journal of Education Method and Learning Strategy Journal An-Nafs: Kajian Penelitian Psikologi
Dadeh, Tarmidi
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Humanities Education Environmental Science Mathematics Social Sciences Other

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The Impact of School Climate on Emotion Regulation in Indonesian Students: Evidence from PISA 2022 Dadeh, Tarmidi; Hutasoit, Glory; Alfarisi, Muhammad Rozan; Rasool, Shafqat
Journal An-Nafs: Kajian Penelitian Psikologi Vol. 10 No. 1 (2025): Journal An-Nafs: Kajian Penelitian Psikologi
Publisher : Universitas Islam Tribakti Lirboyo Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/psi.v10i1.7170

Abstract

Adolescence is a critical developmental period marked by significant changes, during which individuals must cultivate emotional intelligence to navigate academic pressures, social relationships, and potential negative behaviors. A positive school climate is key to fostering effective adolescent emotion regulation. This study presents a novel investigation into the role of school climate in shaping emotion regulation among Indonesian students, using nationally representative data from the post-pandemic PISA 2022 assessment. Employing a quantitative approach, the study draws on data from 13,439 students across Indonesia. A multiple linear regression analysis assessed the relationship between school climate and emotion regulation, yielding a significant model, F(4, 12,286) = 129.297, p < .001, R² = .040. The findings indicate that school climate significantly influences students’ emotion regulation. Specifically, a sense of belonging, experiences of bullying, and feelings of safety were found to be significant predictors, while school safety risk was not statistically significant. By exploring this underexamined link in the Indonesian context—particularly through the lens of PISA 2022—the study provides timely, evidence-based insights into how school environments can support adolescents’ emotional development. The results underscore the importance of fostering inclusive, safe, and supportive school climates to enhance students’ emotional well-being and self-regulatory skills. This research offers new theoretical and policy-relevant contributions to the literature on educational psychology and adolescent mental health.
Role of School Climate on Types of Self-Regulated Learning (Growth Pathway and Well-being Pathway Types) among Students in Modern Islamic Boarding Schools Zega, Zulfiah Sumirna; Dadeh, Tarmidi; Nauly, Meutia
Journal of Education Method and Learning Strategy Том 3 № 02 (2025): Journal of Education Method and Learning Strategy
Publisher : PT. Riset Press International

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59653/jemls.v3i02.1647

Abstract

This study explores school climate's role in self-regulated learning (SRL) among students at modern Islamic boarding schools (pesantren) in Medan City. As the number of subjects and study hours increases, students face the challenge of learning independently. The research sample consisted of 350 students from grades 8 and 9 across four modern Islamic boarding schools. Data were collected using a Likert scale measuring SRL and school climate. The SRL data used in this study differ from those in other SRL research, as this study analyzes SRL based on different types of self-regulated learning. This distinction is important because it can help students maximize their learning potential and assist educators in assigning appropriate tasks. The regression analysis results indicate that school climate has a significant effect on the growth pathway type of SRL, contributing 5.2%, as well as on the well-being pathway type, contributing 5.7%. These findings highlight the importance of fostering a positive school climate to support students' independent learning, enabling them to achieve their learning objectives more effectively. This study recommends that Islamic boarding school authorities pay greater attention to aspects of school climate to enhance students' learning, self-development and emotional well-being.
The Influence of Big Five Personality and School Climate on Junior High School Students' Altruism Attitudes Arisanti, Dewi; Dadeh, Tarmidi; Sutatminingsih, Raras
Devotion : Journal of Research and Community Service Vol. 5 No. 1 (2024): Devotion: Journal of Research and Community Service
Publisher : Green Publisher Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59188/devotion.v5i1.674

Abstract

This research investigates the influence of Big Five Personality traits and school climate on altruistic attitudes among junior high school students in Medan. Altruism, defined as selfless kindness, is crucial during adolescence, a transitional period marked by various changes. While foreign cultures and individualistic mindsets may hinder altruistic attitudes, teaching altruism from an early age is essential. The study aims to examine the impact of Big Five Personality traits (openness, conscientiousness, extraversion, agreeableness and neuroticism) and school climate on altruistic attitudes. The research involves 728 students from three schools and utilizes scales for personality, school climate, and altruism. The results indicate that school climate significantly predicts altruism, contributing 32%, while Big Five Personality traits contribute 12%. Openness, agreeableness and neuroticism personality types, along with safety and academic dimensions of school climate, play a significant role. Although the joint influence is limited (13.2%), school climate emerges as a more dominant factor in shaping altruistic attitudes among junior high school students. The findings emphasize the importance of fostering a positive school climate to enhance altruistic behaviors.
The Effect of School Climate And Family Social Support on Subjective Well-Being of Middle School Students In Modern Islamic Boarding School Husaini, Rizkia; Dadeh, Tarmidi; Hasnida, Hasnida
Edukasi Islami: Jurnal Pendidikan Islam Vol. 12 No. 03 (2023): Edukasi Islami: Jurnal Pendidikan Islam
Publisher : Sekolah Tinggi Agama Islam Al Hidayah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30868/ei.v12i03.4607

Abstract

The transition from elementary to middle school for teenage students in Islamic boarding schools is uniquely challenging. They must be independent since they are apart from their family. There are a lot of chances and pressures, and if students can't handle them, it can cause high stress, demotivation, and poor mental health, which impacts their subjective well-being. This research examined the effect of school climate and family social support on the subjective well-being of 320 middle school students in modern Islamic boarding schools. Convenience sampling was used as a sampling method, and a Likert scale was used to collect data. CFA was used to examine the validity construct. Multiple regression analysis was utilized to analyze data with SPSS 24 program. The findings of the study were that (1) school climate has a positive effect on subjective well-being and (2) family social support has a positive effect on subjective well-being. (3) School climate and family social support both have a positive effect on subjective well-being. This study shows that establishing a positive school climate and strong family social support may improve students' subjective well-being.
Co-Authors Alfarisi, Muhammad Rozan Arisanti, Dewi Hasnida Husaini, Rizkia Hutasoit, Glory Meutia Nauly Raras Sutatminingsih Shafqat Rasool Zega, Zulfiah Sumirna