Pengaruh Dukungan Sosial Teman Sebaya Terhadap  Penyesuaian Diri Siswa Kelas X di MAN 2 Kabupaten Bogor

Alya Ratu Nijma; Noneng Siti Rosidah; Muhammad Faishal Hidayat

doi:10.59698/afeksi.v7i6.1066

Authors

Alya Ratu Nijma Universitas Ibn Khaldun Bogor, Indonesia
Noneng Siti Rosidah Universitas Ibn Khaldun Bogor, Indonesia
Muhammad Faishal Hidayat Universitas Ibn Khaldun Bogor, Indonesia

DOI:

https://doi.org/10.59698/afeksi.v7i6.1066

Keywords:

Dukungan Sosial Teman Sebaya, Penyesuaian Diri, Siswa Kelas X, Transisi Sekolah, Madrasah Aliyah

Abstract

Transisi ke kelas X menuntut siswa beradaptasi dengan tuntutan akademik, relasi sosial, aturan, dan budaya sekolah yang baru. Dukungan sosial teman sebaya diperkirakan menjadi sumber daya kontekstual yang membantu proses tersebut. Penelitian ini bertujuan menganalisis kontribusi dukungan sosial teman sebaya dalam memprediksi penyesuaian diri siswa kelas X di MAN 2 Kabupaten Bogor. Penelitian menggunakan desain kuantitatif korelasional prediktif dengan pendekatan potong lintang. Dari populasi 288 siswa, sebanyak 167 siswa dipilih melalui simple random sampling. Data dikumpulkan menggunakan skala Likert empat respons untuk mengukur dukungan sosial teman sebaya dan penyesuaian diri. Analisis mencakup statistik deskriptif, uji normalitas residual, uji linearitas, dan regresi linear sederhana dengan SPSS versi 26. Hasil menunjukkan bahwa dukungan sosial teman sebaya memprediksi penyesuaian diri secara positif dan signifikan, B = 0,442, SE = 0,056, β = 0,522, t(165) = 7,853, p < 0,001. Model menjelaskan 27,2% variasi penyesuaian diri (R² = 0,272; adjusted R² = 0,268). Temuan ini menunjukkan bahwa dukungan emosional, instrumental, informasional, dan penghargaan dari teman sebaya dapat menjadi sumber daya penting bagi siswa pada masa transisi sekolah. Implikasinya, layanan bimbingan dan konseling dapat mengembangkan program teman sebaya, pendampingan siswa baru, dan bimbingan kelompok. Karena desain penelitian bersifat potong lintang dan menggunakan laporan diri pada satu sekolah, hasil ditafsirkan sebagai kontribusi prediktif, bukan bukti hubungan sebab-akibat.

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