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Eduvest � Journal
of Universal Studies Volume 2 Number 12, December, 2022 p- ISSN
2775-3735- e-ISSN 2775-3727 |
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PEER SOCIAL SUPPORT AND
ACADEMIC RESILIENCE FOR STUDENTS FROM 3T REGIONS AT SWCU |
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Erik Gunawan, Arthur Huwae Universitas Kristen Satya Wacana,
Indonesia Email: [email protected],
[email protected] |
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ABSTRACT |
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Education
is a basic right for every Indonesian citizen. However, in reality, education
in Indonesia is not evenly distributed so that many residents in certain
regions or areas such as the 3T area still do not get proper education either
in terms of facilities or infrastructure so that many students from the 3T
area choose education outside the 3T area which has a good education. worthy
of both facilities and infrastructure. The challenge that must be faced by
students from the 3T area is that they have to adapt and adjust to the
learning method of being a student which is quite a difficult challenge for
students from the 3T area. Low peer social support can affect individual
academic resilience. Therefore, this study aims to determine the relationship
between peer social support and academic resilience in students from the 3T
areas. The method used in this study is quantitative, with a correlational
design to determine the relationship between peer social support and academic
resilience. Participants in this study were students from the 3T area,
totaling 140 people, aged between 17-25 years, who studied at Satya Wacana Christian University. The sampling technique used
in this study is snowball sampling. The research measurement uses two scales,
namely the Peer Support Questionnaire (a = 0.930) and The Academic Resilience
Scale (a = 0.853). The results of the study prove that peer social support is
positively related to academic resilience (r=0.399) with sig. = 0.000) |
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KEYWORDS |
Peer social
support, academic resilience, students from 3T areas |
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This
work is licensed under a Creative Commons Attribution-ShareAlike
4.0 International |
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INTRODUCTION
Indonesia is an archipelagic country
consisting of large islands and also small islands which are prone to being
left behind in various aspects of life. The description of disadvantaged areas
is contained in Presidential Regulation no. 63 of 2020 concerning the
Determination of Disadvantaged Regions for 2020-2024 explains that Indonesia
has 62 Frontier, Outermost and Disadvantaged (3T) regions where these areas are
far from cities and spread throughout Indonesia. These areas include North Nias, South Nias, West Nias, Bondowoso, West Manggarai, Donggala, Central
Sumba, Southwest Sumba, Soe, Yalimo,
Central Maluku, North Halmahera, Bintang Mountains, and so on.
As the times progress, more and more
students will pursue higher education in other areas. This is because education
in Indonesia's 3T areas is known for various complex problems (Rahmadi, 2020). One
of the main reasons for students migrating is the uneven distribution of the
higher education system in Indonesia and also in 3T areas where there are still
deficiencies such as road access, public facilities, and decent schools, so by
migrating to cities you will get a better education. good (Sudirmanto, 2019).
The next challenge faced by 3T
students in living life as overseas students who live in different cultural
areas, is likely to experience various problems, including in academic
activities. From the results of pre-research interviews in March 2022 which
were conducted with five first-year students from the 3T area who were studying
at SWCU, it shows that the process of adapting and adjusting to learning
methods to become a student is quite a difficult challenge. This is because the
character of persistence that still needs to be improved is related to how the
informants change themselves in learning. Informants also still have difficulty
knowing and understanding their own capacity for potential and skills they
have. Likewise with the management of emotions that still seem difficult to
express precisely. The impact of this condition caused the informants to feel
incompetent and feel hopeless about the academic dynamics they were
experiencing
Based on a literature study
conducted by (Beri & Kumar, 2018), found that a student who has low
self-awareness, has difficulty recognizing self strengths
and weaknesses, and has poor emotional control, then describes an individual
who does not have good academic resilience. Whereas resilience is a mental tool
that directs individuals to move towards achieving the goals they designed
through the education they practice (Williams et al., 2014). When carrying out academic
activities, a student needs resilience skills, in order to be able to go
through and resolve academic difficulties and have an impact on achieving
optimal academic results (Kumalasari & Akmal,
2020).
Academic resilience can be
conceptualized as a student's response in adapting to academic circumstances,
and showing innovation in dealing with difficulties, threats, and challenges in
participating in academic activities (Cassidy, 2015).
The level of resilience shown by individuals lies in their ability to
understand and master their academic environment. (Cassidy, 2015),
revealed that in order to be resilient in the academic field, individuals must
have three aspects which include, first, persistence which describes the
competence of students to accommodate behavior that can reflect their
resilience in experiencing every academic process. Second, reflection and
adaptive help-seeking are related to the competence of students to understand
themselves, whether they have strengths or weaknesses. With this ability
students are able to understand or learn effective ways to overcome or solve
academic difficulties with or without the help of others, which causes a
greater chance of success. Third, negative affect and emotional response
(negative affect and emotional response) which describes the ability of
students to manage feelings of discomfort and negative emotions in
participating in academic activities.
Students who have good academic
resilience will always think positively, have positive emotions and show an
optimistic attitude in their academic activities (Harahap et al., 2020). Another character is that they don't
easily give up when they have to face tough college demands (Kusumiati & Huwae,
2021). Even so, achieving academic
resilience seems to be a challenge in itself for students from the 3T areas, so
that not a few of them eventually show unhealthy psychological problems.
Individuals who have low academic resilience abilities will show a pessimistic
attitude, easily run away from responsibility, and give up easily in carrying
out academic assignments (Hwang & Shin, 2018). Individuals with low resilience
will also tend to experience stress and lose interest in learning and will not
show low achievement (Struthers et al., 2000).
�
Academic resilience doesn't just happen. There are many factors that
influence a student to form academic resilience, and one of them is peer social
support (Sari & Indrawati,
2017). (Sari & Indrawati,
2017),
follow up that peer social support is an external factor that is needed by
students in undergoing lectures from entry to graduation at a tertiary
institution, so as to produce competent graduates.�
Peer social support can be
understood as a form of social support that individuals get from their closest
circle of friends as a statement of a sense of being protected, cared for, and
loved so as to enable individuals to play a role in their connection with the
surrounding environment (Wills & Shinar, 2000). As
an overseas student who comes from the 3T area, individuals need peer social
support so that later they will become valuable and feel accepted in a new
environment overseas. This must be shown through the behavior of seeking and
finding support by individuals from the peer environment (Mojaverian & Kim,
2013).
The achievement of peer social
support involves five dimensions expressed by (Wills & Shinar, 2000), namely, first, information support
related to providing information and advice to individuals in dealing with a
problem. Second, emotional support which includes empathy, compassion, trust,
and caring. Third, instrument support (instrumental support) which involves
direct or real assistance and support to individuals in need. Fourth, feedback
related to providing useful information for self-evaluation of each goal to be
achieved. Fifth, friendship support (companionship support) which emphasizes
the importance of a sense of belonging, and increases the ability to socialize
and social adjustment (Wills & Shinar, 2000).
Peer social support plays an
important role in the activities of each individual. With peer support,
individuals have hope of being able to solve every problem they have (Khan et al., 2021). Strong
peer social support received by individuals will make these individuals feel
happier enjoying every learning process and can increase their potential (Permatasari et al., 2021). Every student in participating in
learning, will always be involved in group work, thus leading to the ability to
choose the right friends so that interest in self-optimization is getting
better.
Peer social support in the academic
sphere in tertiary institutions is very closely related to academic resilience. (Sari & Indrawati,
2017), revealed that the more peer social
support students get, the more academic resilience they get, so that students
are able to complete academic assignments even in difficult situations. (Adebusuyi, 2018), also illustrates that with positive
social support from peers, it will greatly help individuals become resilient in
carrying out their duties and functions properly as a student.
Research by (Sari & Indrawati,
2017) on Diponegoro University students, found that there was a
significant positive relationship between peer social support and academic
resilience (r = 0.469). Another study from Ramadhana
and Indrawati (2019), found that peer social support
had a significant positive relationship with academic resilience in SMP X
students in East Jakarta (r = 0.336). (Putri & Nursanti,
2020), also found results that peer social
support had a significant positive relationship with academic resilience in
Migrant students in Jakarta (r = 0.472).
Even though previous research showed
a positive relationship between peer social support and academic resilience,
the problem of mental turmoil still continues to occur in students in the
transition period when individuals study overseas. Mental health issues related
to resilience still need to be reviewed, especially with the change in the
independent learning curriculum which focuses on the fighting spirit,
innovation, creativity, and problem solving of each student in developing
themselves through academic activities. This achievement seems to also play an
important role of peers as a social factor that is very close to individuals in
achieving self-quality through the higher education they carry out.
From the background above, the
problem is formulated as follows: is there a relationship between peer social
support and academic resilience among students from the 3T areas at SWCU.
The results of this study are
expected to be able to enrich and add insight into the science of psychology
regarding the attachment of peer social support to academic resilience,
especially for students from the 3T area.
������� ����
RESEARCH
METHOD
This type of research is
quantitative with a correlational design with the aim of knowing the
relationship between peer social support (X) and academic resilience (Y) in
students from the 3T area.
There are two variables in this
study, namely peer social support as the independent variable and academic
resilience as the dependent variable.
RESULTS
AND DISCUSSION
Research related to peer social support and academic resilience in
students from the 3T area at UKSW. Respondents in this study were not limited
by gender, so that all Satya Wacana Christian
University students and students from the 3T area could participate in this
study. This research involved 140 Satya Wacana
Christian University students and students from the 3T area.
Satya Wacana Christian University
students from the 3T area were selected as respondents because students from
the 3T area often have problems in various ways, one of which is academic
activities. Constraints experienced by students from the 3T area, namely
starting from cultural differences and learning processes which result in
students coming from the 3T area having to adjust and adapt to learning methods
which make it a quite difficult challenge. This is because the character of
persistence that still needs to be improved is related to how students from the
3T area make changes in themselves in learning.
Students from the 3T area also still have difficulty knowing and
understanding their own capacity for their potential and skills. Likewise with
the management of emotions that still seem difficult to express properly. The
impact of this condition causes students from the 3T area to feel incompetent
and feel hopeless about the academic dynamics they are experiencing. Despite
experiencing various obstacles, students are still required to complete
lectures or academics which is one way to improve self-quality based on their
academic resilience.
Therefore students from the 3T area are suitable to be respondents to this
study because students from the 3T area need academic resilience skills to be
able to survive in the conditions they are experiencing, become strong, develop
even in difficult circumstances, and be able to respond positively to problems.
In addition, easy access to data collection is a consideration for researchers
in deciding where to collect data.
Before carrying out data collection, the
researcher first attached informed consent at the beginning of the
questionnaire which was distributed via the Google form. The sheet contains the
title of the research, the benefits of the research, and contains an
explanation regarding the confidentiality of the respondent's identity. This
informed consent was made to express the respondent's willingness to
participate in data collection. This is a form of research ethics applied to
this research. In addition, the name used by the respondent is also allowed to
use initials. The application of the initials of the name is carried out with
the aim that the privacy and confidentiality of the respondents are maintained
in order to protect their rights. Another form of research ethics applied to
this study is the removal of asterisks in the Google form so that there is no
coercion on respondents and the data obtained is on the basis of the
respondents' voluntarism.
The number of participants in this study were
140 people, with 60 male respondents with a percentage of 43% and 80 female
respondents with a percentage of 57%. Respondents aged 17 years amounted to 5
people, with a percentage of 4%, respondents aged 18 years amounted to 31
people with a percentage of 22%, the number of respondents aged 19 years
amounted to 27 people with a percentage of 19%, the number of respondents aged
20 years amounted to 36 people with a percentage of 26%, the number of
respondents aged 21 years was 14 people with a percentage of 10%, the number of
respondents aged 22 years was 17 people with a percentage of 12%. The number of
respondents who are 23 years old is 9 people with a percentage of 6%, the
number of respondents who are 25 years old is 1 person with a percentage of 1%.
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Table 1 �
Participant Demographic Data |
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Characteristics |
Valid |
Presentase |
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Participant |
(n) |
(%) |
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Gender |
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Man |
60 |
43% |
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Woman |
80 |
57% |
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Total |
140 |
100% |
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Age |
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17 |
5 |
4% |
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18 |
31 |
22% |
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19 |
27 |
19% |
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20 |
36 |
26% |
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21 |
14 |
10% |
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22 |
17 |
12% |
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23 |
9 |
6% |
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25 |
1 |
1% |
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Total |
140 |
100% |
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Origin
of Respondents |
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Alor |
6 |
4% |
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Stuffed |
1 |
1% |
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Biak |
3 |
2% |
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Donggala |
5 |
4% |
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East
Halmahera |
6 |
4% |
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Parigi
Moutong |
3 |
2% |
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Kupang |
11 |
8% |
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Maluku |
13 |
9% |
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North
Maluku |
2 |
1% |
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Nabire |
9 |
6% |
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Nias |
1 |
1% |
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North
Nias |
3 |
2% |
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NTT |
26 |
19% |
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Papuan |
7 |
5% |
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Star
Mountains |
4 |
3% |
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Rote |
6 |
4% |
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Spooky |
8 |
6% |
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Yahukimo |
1 |
1% |
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Timor,
Central, South |
2 |
1% |
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East
Sumba |
5 |
4% |
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Central
Sumba |
7 |
5% |
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Central
Sulawesi |
6 |
4% |
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shove |
5 |
4% |
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Total |
140 |
100% |
The scale
used to measure peer social support is the Peer Support Questionnaire from Alaei and Hosseinnezhad (2020),
based on the five dimensions of peer support from Wills and Shinar (2000). And
the measuring tool used to measure academic resilience is The Academic
Resilience Scale (ARS-30) by Cassidy (2015). However, because the two scales
are in English, the researcher first looked for the scale that had been
translated into Indonesian. Therefore, the scale used to measure peer support
in this study is the Peer Support Questionnaire (PSQ) by Alaei
and Hosseinnezhad (2020). This scale has a total of
22 items with favorable items to measure the level of peer support based on
aspects of emotional support, instrumental support, informational support,
validation/feedback support, and peer togetherness. This scale was chosen
because it is valid and reliable in measuring peer support (Cronbach's Alpha is
0.93. and meets the standards for research purposes.
Meanwhile,
the measuring instrument used to measure academic resilience is The Academic
Resilience Scale (ARS-30) by Cassidy (2015), based on aspects of academic
resilience, namely perseverance, reflecting and adaptive help-seeking. ), negative affect and emotional response (negative
influence and emotional response). However, in this study using ARS-30 which
has been adapted into the Indonesian version by Kumalasari,
Lutfhfiyanni, and Grasiaswaty
(2020), which in their research produced 24 valid and reliable items. This can
be seen from the item-total correlation value which ranged from 0.063-0.686 and
the overall value of Cronbach's Alpha which reached 0.891.
Preparation for further research is changing
the two scales that have been translated into Indonesian into a google form
questionnaire with the Likert model.
Respondents
in this study amounted to 140 students from the 3T area. The data collection
process was carried out by distributing questionnaires through the Google form.
Respondents were given a link to be able to access a questionnaire that
contained a scale of peer social support and an academic resilience scale and
was accompanied by instructions for filling it out. Before the respondent
answered several statements, the respondent first filled out an informed
consent containing the purpose of the research, the respondent's identity and
approval regarding filling out the questionnaire. After filling out the
informed consent, the respondent can then fill in the identity and several
statement items that have been presented by the researcher.
Peer Social Support Variable
Table 2
Peer Social Support Categorization
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Category |
N |
Persentase |
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117
≤ x ≤ 132 |
Tall |
21 |
15% |
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87
≤ x ≤ 117 |
Currently |
98 |
70% |
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53
≤ x ≤ 87 |
Low |
21 |
15% |
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Amount |
140 |
100% |
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Min = 53; Max = 132; Mean = 101,79; SD =
14,805 |
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Based on the descriptive analysis data of the variable peer social
support hypothetically in Table 2, there were 21 participants who had peer
social support scores which were in the high category, with a percentage of
15%, 98 participants had peer social support scores which were in the medium
category, with a percentage of 70%, and 21 participants who have peer social
support scores that are in the low category with a percentage of 15%. The
scores obtained by the participants moved from a minimum score of 53 to a
maximum score of 132, with a standard deviation value of 14.805. Based on an
average score of 101.79, most participants have a level of peer social support
that is in the moderate category.
Resilience Variable
Table 3
� Academic Resilience
Categorization
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Interval |
Category |
N |
Persentase |
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80 ≤ y ≤ 84 |
Tall |
23 |
16% |
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������ 66
≤ y ≤ 80 |
Currently |
99 |
71% |
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������ 43
≤ y ≤ 66 |
Low |
18 |
13% |
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Amount |
140 |
100% |
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Min = 43; Max = 84; Mean = 72,78;
SD = 6,912 |
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Based on
the descriptive analysis data of the hypothetical resilience variable in Table
3, there were 23 participants who had a resilience score that was in the high
category, with a percentage of 16%, 99 participants had a resilience score that
was in the medium category, with a percentage of 71%, and 18 participants who
has a resilience score that is in the low category with a percentage of 13%.
The scores obtained by the participants moved from a minimum score of 43 to a maximum
score of 84, with a standard deviation value of 6.912. Based on an average
score of 72.78, most of the participants have a level of resilience that is in
the medium category.
�� Testing
the assumptions in this study using the normality test and linearity test. The
assumption test used in this study aims to determine whether the data obtained
meets the analytical assumptions as a condition for conducting hypothesis
analysis.
Testing the
normality test in this study was carried out by looking at the results of the Kolmogrov-Smirnov test.
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Table
4 � One-Sample Kolmogorov-Smirnov Test |
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Peer Social Support |
resilience |
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N |
140 |
140 |
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Normal Parametersa |
Mean |
101,79 |
72,78 |
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Std. Deviation |
14,805 |
60,912 |
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Most Extreme Differences |
Absolute |
0,082 |
0,101 |
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Positive |
0,051 |
0,052 |
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Negative |
-0,082 |
-0,101 |
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Kolmogorov-Smirnov Z |
0,974 |
1,195 |
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Asymp.
Sig. (2-tailed) |
0,299 |
0,115 |
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Based on the results of the tests that have been carried out, both
variables have a significant p>0.05. The peer social support variable has a
K-S-Z value of 0.974 with a probability (p) or a significance of 0.299
(p>0.05). So that with a significance value of p> 0.05, the variable r
social support of peers is normally distributed. The resilience variable has a
K-S-Z value of 1.195 with a probability (p) or significance of 0.115. Thus the resilience variable is also declared to be normally
distributed.
The linearity test was carried out to find out
whether the independent variable and the dependent variable being tested have a
linear relationship or not significantly.
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Tabel 5 ANOVA Table |
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Sum of Squares |
df |
Mean Square |
F |
Sig. |
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Resilience * Peer Social Support |
Between Groups |
(Combined) |
2925,333 |
54 |
54,173 |
1,240 |
0,186 |
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Linearity |
1055,420 |
1 |
1055,420 |
24,150 |
0,000 |
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Deviation from Linearity |
1869,913 |
53 |
35,281 |
0,807 |
0,798 |
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Within Groups |
3714,803 |
85 |
43,704 |
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Total |
6640,136 |
139 |
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From the results of the linearity test, the Fcount
value was 24.150 with sig = 0.000 (p <0.05) which indicates that the
relationship between peer social support and resilience is linear.
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Table 6 correlations |
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peer social support |
resilience |
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peer social
support |
Pearson
Correlation |
1 |
0,399* |
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Sig.
(1-tailed) |
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0,000 |
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N |
140 |
140 |
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resilience |
Pearson
Correlation |
0,399* |
1 |
|
Sig.
(1-tailed) |
0,000 |
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N |
140 |
140 |
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*.
Correlation is significant at the 0.05 level (1-tailed). |
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Based on
the calculation results of the correlation test, a Pearson correlation value of
0.399 was obtained with sig. = 0.000 (p<0.05). Thus
indicating that there is a positive relationship between the variables of peer
social support and resilience variables.
Based on
the results of the research that had been done, it showed that there was a
positive relationship between peer social support and resilience among students
from the 3T areas at SWCU, so the hypothesis in this study was accepted. The
higher the social support of peers, the higher the resilience that individuals
have. The results of previous research conducted by (Ruswahyuningsi &
Afiatin, 2015), social support from peers, family and community are factors that
strengthen and shape the resilience of Javanese youth. Forms of social support
in the form of love, caring, hope, problem solving, motivation, providing information,
values and beliefs. Another study conducted by (Raisa & Ediati,
2016),
resulted in the fact that there is a positive relationship between social
support and resilience in prisoners in Class IIA Women's Correctional
Institutions. The results of these studies prove that peer social support and
resilience influence each other and are related to each of the research
variables that have been conducted. In addition, (Masten et al., 1990) define resilience as a process, capacity, or result of successful
individual adaptation in the face of challenges or threatening circumstances.
If resilience increases, students will be able to overcome any difficulties
that arise in life (Willda et al., 2016). According to Morales (2008) academic resilience is influenced by the beliefs that students have
about themselves, other people and the world around them so that resilience
departs from the mental health experienced by students. (Rickinson & Moss,
1997)
also added
that the coping skills possessed by students can increase their resilience,
motivation and persistence until the individual is able to complete his study
period.
In this
study, most of the participants had a moderate level of academic resilience.
Academic resilience is a student's ability to adapt to academic circumstances,
and show innovation in dealing with difficulties, threats, and challenges in
participating in academic activities (Cassidy, 2015). The level of resilience shown by individuals lies in their ability
to understand and master their academic environment. (Cassidy, 2015), revealed that in order to be resilient in the academic field,
individuals must have three aspects which include, 3 things, namely: A)
Perseverance; B) Reflection and adaptive search for help; C) Negative affect
and emotional response. In this study, most of the participants had a moderate
level of resilience.
� Regarding persistence, students from the 3T area have good
persistence, this causes students from the 3T area to have persistence, and
have goals to achieve. Factors that display hard work and effort to try, never
give up, stick to plans and goals, accept and utilize feedback or input
received by individuals, solve imaginative problems and overcome difficulties
by considering them as opportunities to face challenges. Perseverance is
academic resilience, which is resilience in the learning process, which is a
dynamic process that reflects a person's strength and toughness to rise from
negative emotional experiences, when facing difficult situations that suppress
or contain significant obstacles in the learning activities carried out. This
statement is supported by the theory of academic buoyancy from Martin &
Marsh (in Yu & Martin, 2014) which is the ability of students to
successfully overcome challenges and setbacks that are part of academic life. (Analya, 2014) explain 5 aspects of academic buoyancy:
Self-efficacy, planning, persistence, anxiety and control. Self-efficacy is
students' belief in their abilities to be able to complete assignments and
exams given by the teacher well and get satisfactory results. Planning is the
student's ability to determine the target value to be achieved and plan a
schedule for doing assignments and studying in order to achieve the target
value. Persistence is the persistence of students to continue working on
difficult assignments given by the teacher and learning the material being
taught even though there is material that is not understood. Anxiety is the
anxiety that students experience when they face difficulties in doing
assignments and preparing for exams. And the student's point of view regarding
the causes of academic success or failure experienced based on internal factors
is the control aspect. This is in accordance with the statement of Martin and
Marsh stating that students who have academic resilience are able to deal
effectively with four situations, namely setbacks, challenges, adversity, and
pressure.
With regard
to reflection and seeking adaptive assistance, from this aspect it shows that
students from the 3T area have the ability to reflect on themselves both in
terms of weaknesses and strengths possessed by individuals so that individuals
are able to overcome difficulties based on their life experiences to convince
individuals of the abilities they have. possessed within himself, this is in
accordance with the aspects put forward by Rojas (2015) who explained that
individual factors that motivate individuals to have academic resilience are
high optimism, self-esteem, empathy, self-control, self-esteem, having clear
mission and goals related to academic determination, motivation and good
problem-solving abilities. Supported by the statement that academic resilience
is also defined as the ability of students (in this case students) to adapt and
develop when experiencing difficulties, and is a process experienced by
individuals who have the ability to succeed when adjusting under academic
pressure. And also supported by the statement put forward by Gorberg (Utami & Helmi, 2017)
which consists of 3 aspects, namely: I am a collection of attitudes, feelings,
and self-confidence possessed by individuals; I can relate to the ability of
individuals to do things such as interpersonal skills and problem
solving abilities; I have is related to things that are owned by
individuals who are able to increase resilience abilities such as social
support that is around the individual.
Negative influence and
emotional response, which is the ability of students to manage feelings of
discomfort and negative emotions in participating in academic activities. In
this case individuals who have good resilience will be able to manage their feelings
and be able to avoid negative emotional responses so that individuals can rise
from adversity and be able to face the difficulties experienced by individuals.
This is in accordance with the statement that a student gets the opportunity to
learn from situations that are difficult, challenging and spur all of his
potential. Conversely, students with low resilience feel anxious, afraid and
avoid difficulties, because it will threaten their existence (Hamachek in Tumanggor et al, 2015). And supported by the
statement that students who are able to show positive management of various
conditions that bring pressure and then successfully complete their studies on
time are students who are known to have resilience in the learning process, or
what is known as academic resilience (Fuerth in Hendriani, 2017). This characteristic is consistent with the statement that students who
have high resilience will tend to show a positive attitude in facing obstacles (Fitri and Kushendar, 2019). This is also in line
with research conducted by Arc, et al (in Fitri and Kushendar, 2019) that individuals with resilience tend to show positive emotions in
dealing with various events.
Academic resilience
doesn't just happen. There are many factors that influence a student to form academic
resilience, and one of them is peer social support. Sari and Indrawati (2016), follow up that peer social support is an
external factor that students really need in undergoing lectures from entry to
graduation at a tertiary institution, so as to produce competent graduates.
According to Sarafino (Sasmita & Rustika, 2015) peers are an important
source of emotional support during the transition of adolescence. Peer social
support is the support given to individuals by their peer group in the form of
physical and psychological comfort so that individuals feel loved, cared for,
valued as part of a social group. This causes peer social support to be needed
by each individual so that the individual can carry out his life well in the
midst of society. Peer social support is also needed so that individuals or
adolescents are able to face various kinds of problems that they cannot solve on
their own without guidance and support from those closest to them, according to
Kelly and Hansen (in Desmita, 2015), The function of peer
social support This has several functions, including making a person get
emotional and social encouragement to become more independent. Peers provide
encouragement for adolescents to take on new roles and responsibilities.
The life experience experienced by students from the
3T area requires the social support of peers so that they are able to face and
solve problems related to academic matters or adjustment to their lecture
environment. House (Sarafino,
1994) describes
social support as a person's perception of potential support received from the
environment, social support refers to the pleasure that is felt as an
appreciation for caring and providing assistance in the context of close
relationships. This causes the individual's ability to develop properly.
Seligman (Susianah,
2017) states
that resilience is an effort to prevent depression in adolescents who are in a
depressed state. There are two factors that influence resilience, namely risk
factors and supporting factors (protective factors). These two factors are
explained by Grotberg (Susianah, 2017) that risk factors can increase
individual vulnerability when facing a pressure or difficulty (adversity). and
hinder the development of resilience as previously mentioned, while protective
factors can strengthen resilience which leads to successful adaptation. These
protective factors are internal and external. Internal protective factors are
characteristics of the individual while external protective factors refer more
to social supports from the environment. From this it can be concluded that the
better the social support of peers, the better the resilience they have. In
this study, most of the participants had moderate peer social support. In this
study, peer social support is formed from several aspects which include: A)
Information support; B) Emotional Support; C) Instrumental support; D)
Feedback; and E) Companionship.
Information support is support that includes giving
advice, suggestions or feedback to individuals obtained through friends,
co-workers, superiors or a professional such as a doctor or psychologist (Sarafino 2002). The existence of information support, such as advice
or suggestions given by people who have experienced similar circumstances will
help individuals understand the situation and find alternative solutions to
problems or actions to be taken (Thoits in Moertono,
1997).
Information support according to Colen and Syme
(1985) is support by providing explanations, information about the situation
and everything related to the problems being faced by individuals, in the form
of advice, instructions, input or explanations of how a person behaves.
According to House in Smet (1994) reveals that, informative support, is an
explanation of the situation and everything related to the problems faced by
individuals. The purpose of this support is to change the individual's negative
perception of the problems that befall him. So that with information support,
individuals are expected to be able to change perceptions of the problems that
befall them and find solutions to these problems (Lakey & Cohen, 2000). From this aspect it can be
concluded that individuals are able to change the negative perceptions they
experience so that individuals can resolve the difficulties they experience
through information that individuals receive from the individual's environment
who understand and understand the situation experienced by individuals in the
form of advice, suggestions or feedback.
Emotional support is in the form of appreciation,
love, trust, attention, and willingness to listen. (Apollo & Cahyadi,
2012: 261). Another statement expressed
by House (in Cohen, 1985) states that emotional support has five forms, namely
expressions of empathy, giving attention, affection, appreciation, and
togetherness. Sarafino (2002) revealed that emotional
support includes expressions of empathy, concern and concern for individuals.
In other words, the forms of emotional support have forms and ways that are
different from one another in their implementation. Cohen & Syme (1985)
revealed that emotional support, namely support that involves empathy from individuals
such as listening, being open, demonstrating trustworthiness, willing to
understand, expressions of affection and concern. Emotional support can make a
person feel valued, comfortable, safe, and loved. From this aspect it can be
concluded that individuals will be able to face the difficulties experienced
when they have feelings of being valued, loved, trusted, cared for and have a
sense of comfort and security in the community environment.
Instrumental
support expressed by House in Smet (1994: 136), is support which is assistance
given directly in the form of facilities or materials. Another statement
expressed by Sarafino (2002) is that Instrumental or
Concrete support. This type of support includes direct assistance. Usually this
support, more often given by friends or co-workers, such as help to complete
the piled up tasks or lending money or other things
that are needed by individuals. and supported by a statement from Jacobson (Moertono, 1997) this support describes the
availability of goods (materials) or the existence of services from other
people who can help individuals in solving their problems. The statement
expressed by Cohen & Syme (1985) Instrumental support is
support given directly, in the form of facilities or materials, for example
providing the necessary facilities, for example lending money, providing food,
games or other assistance. From this aspect it can be concluded that this
support is in the form of material that is provided directly to individuals such
as money, vehicles, or other facilities that can be provided by other people to
individuals to help deal with the difficulties experienced by individuals.
Feedback
or feedback, in this aspect is more related or more related to self-esteem
theory, this is because self-esteem affects individual judgments of other
people or events and even of oneself which will make it easier for individuals
to solve or deal with a problem. This is in accordance with the statement
expressed by Murray et al. (2001) suggested that individuals
who view themselves positively tend to be more aware of the contributions of
others and view others more positively. Conversely, individuals who view
themselves negatively tend to be less aware of the contributions of others and
view others negatively. This statement is supported by research conducted by Campbell, Chew, & Scratchley
(1991) which
found that individuals who have low self-esteem tend to evaluate events
negatively compared to individuals who have high self-esteem. From this aspect
it can be concluded that self-esteem is influenced by feedback so that the
better the feedback you have or receive, the higher your self-esteem will be.
Companionship,
in this aspect (Wills & Shinar,
2000) states that in other terms belonging is often referred to as
companionship support, namely the presence of other people who are willing to
carry out joint activities or provide free time to carry out activities
together. With this support, individuals feel able to carry out activities with
other people so that they can increase positive feelings, free themselves from
demands, and provide a positive diversion from contemplating problems
continuously. This opinion is also supported by (Buunk & Verhoeven,
1991) explaining that the presence of other people can reduce stress,
and make individuals feel fewer negative emotions and feel more positive
emotions. This is supported by Fischer, Mansteed,
& Zaalberg (2013) which states that being with
other people in pleasant events can increase feelings of happiness, and being
with other people when you are feeling sad can reduce the sadness you feel.
From this aspect it can be concluded that activities carried out by individuals
with other people can increase positive feelings and reduce negative feelings
such as stress.
Individuals
who have good peer social support will also have good resilience when faced
with a problem, when compared to individuals who have low peer social support.
Based on the results of research conducted by Hartuti and Mangunsong
(2009), that the external
protective factor for resilience that has a significant influence is high
expectations from the environment. High expectations from the environment are
obtained by students from the people around them, one of which is peers Social support from peers that individuals have can also
help to rise from bad events and situations that can trigger stress. Social
support helps individuals to resolve or deal with bad events or experiences
that have been experienced by individuals, thus helping individuals to increase
their academic resilience.
In the
process of this research, the researcher realizes that this research is still
far from being perfect and there are some limitations that are experienced. The
limitations in this study included the process of filling out the scale,
students from the 3T area were not accompanied by the researcher directly
because filling in the scale was done online via a google form, so researchers
could not know the conditions in the field directly. Quantitative research
models have not been able to explain causality. Thus
it needs to be studied further with qualitative methods. Some of the research
limitations that have been explained, need to be considered again for future
researchers so that they can further refine their research.
CONCLUSION
Based on the results of the research that has been
done, it can be concluded that there is a positive relationship between peer
social support and academic resilience in students from the 3T areas. Thus, it
indicates that the high resilience of students from 3T areas is influenced by a
good level of peer social support. Peer social support scores in this study are
in the medium category, and academic resilience scores are in the moderate
category.
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