PERAN MODERASI DUKUNGAN OTONOMI ORANG TUA TERHADAP HUBUNGAN ANTARA IKLIM SEKOLAH DAN KESEJAHTERAAN SISWA DI SEKOLAH

HEVITERIANA, . (2026) PERAN MODERASI DUKUNGAN OTONOMI ORANG TUA TERHADAP HUBUNGAN ANTARA IKLIM SEKOLAH DAN KESEJAHTERAAN SISWA DI SEKOLAH. Magister thesis, UNIVERSITAS NEGERI JAKARTA.

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Abstract

Penelitian ini bertujuan untuk menganalisis pengaruh iklim sekolah terhadap kesejahteraan siswa, pengaruh dukungan otonomi orang tua terhadap kesejahteraan siswa, serta menguji peran dukungan otonomi orang tua sebagai variabel moderator pada hubungan antara iklim sekolah dan kesejahteraan siswa. Penelitian dilatarbelakangi oleh pentingnya memahami kontribusi lingkungan sekolah dan keluarga sebagai dua konteks perkembangan utama dalam membentuk kesejahteraan siswa di sekolah pada masa remaja awal. Penelitian menggunakan pendekatan kuantitatif dengan desain survei penampang lintang (cross-sectional survey). Partisipan penelitian berjumlah 275 siswa SMP dan MTs berusia 13–15 tahun yang diperoleh melalui teknik convenience sampling. Data dikumpulkan menggunakan Student Subjective Well-Being Questionnaire (SSWQ), Students' Perception of School Climate (PACE-33), dan subskala Autonomy Support dari Perceived Parental Autonomy Support Scale (P-PASS). Data dianalisis menggunakan Hierarchical Moderated Regression Analysis (HMRA). Hasil penelitian menunjukkan bahwa iklim sekolah berpengaruh positif dan signifikan terhadap kesejahteraan siswa (β = 0,592; p < 0,001) dengan kontribusi sebesar 35,0%. Dukungan otonomi orang tua juga berpengaruh positif dan signifikan terhadap kesejahteraan siswa (β = 0,166; p = 0,002) serta meningkatkan koefisien determinasi model sebesar 2,4%. Namun, interaksi antara iklim sekolah dan dukungan otonomi orang tua tidak signifikan (β = –0,060; p = 0,221), sehingga dukungan otonomi orang tua tidak terbukti memoderasi pengaruh iklim sekolah terhadap kesejahteraan siswa. Temuan ini menunjukkan bahwa iklim sekolah dan dukungan otonomi orang tua merupakan dua konteks perkembangan yang sama sama berkontribusi terhadap kesejahteraan siswa melalui pengaruh langsung bukan melalui mekanisme moderasi. Kata kunci: kesejahteraan siswa, iklim sekolah, dukungan otonomi orang tua, remaja awal, hierarchical moderated regression analysis ***** This study aimed to examine the effect of school climate on student well-being, the effect of parental autonomy support on student well-being, and the moderating role of parental autonomy support in the relationship between school climate and student well-being. The study was motivated by the need to better understand the contributions of the school and family environments as two primary developmental contexts that shape student well-being during early adolescence. This study employed a quantitative approach using a cross-sectional survey design. A total of 275 junior high school students (SMP and MTs) aged 13–15 years participated in the study and were recruited through convenience sampling. Data were collected using the Student Subjective Well-Being Questionnaire (SSWQ), the Students' Perception of School Climate (PACE-33), and the Autonomy Support subscale of the Perceived Parental Autonomy Support Scale (P-PASS). The data were analyzed using Hierarchical Moderated Regression Analysis (HMRA). The results showed that school climate had a positive and significant effect on student well-being (β = .592, p < .001), explaining 35.0% of the variance in student well-being. Parental autonomy support also had a positive and significant effect on student well-being (β = .166, p = .002), increasing the model's explained variance by 2.4%. However, the interaction between school climate and parental autonomy support was not statistically significant (β = −.060, p = .221), indicating that parental autonomy support did not moderate the relationship between school climate and student well being. These findings suggest that both school climate and parental autonomy support independently contribute to student well-being through their direct effects rather than through a moderating mechanism. Keywords: student well-being, school climate, parental autonomy support, early adolescence, hierarchical moderated regression analysis

Item Type:	Thesis (Magister)
Additional Information:	1. Mira Ariyani, Ph. D 2. Deasyanti, Ph. D., Psikolog
Subjects:	Filsafat, Psikologi & Agama > Psikologi, Ilmu Jiwa
Divisions:	FPPsi > S2 Sains Psikologi
Depositing User:	Heviteriana .
Date Deposited:	19 Aug 2026 03:46
Last Modified:	19 Aug 2026 03:46
URI:	http://repository.unj.ac.id/id/eprint/71782

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