Universal Journal of Educational Research Vol. 7(10), pp. 2217 - 2226
DOI: 10.13189/ujer.2019.071021
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School Engagement Predictors for Indonesian Islamic Student


Teguh Fachmi 1, Rena Latifa 2, Ahmad Habibi Syahid 3, Kheryadi 4,*, Hidayatullah 5, Reza Rachmadtullah 6
1 Department of Early Childhood Islamic Education, FTK, Sultan Maulana Hasanuddin State Islamic University, Banten, Indonesia
2 Department of Psychology, Faculty of Psychology, Syarif Hidayatullah State Islamic University, Jakarta, Indonesia
3 Department of Arabic Literature, FUDA, Sultan Maulana Hasanuddin State Islamic University, Banten, Indonesia
4 Department of English Education, FTK, Sultan Maulana Hasanuddin State Islamic University, Banten, Indonesia
5 Department of Islamic Education, FTK, Sultan Maulana Hasanuddin State Islamic University, Banten, Indonesia
6 Department of Elementary School Teacher Education, FKIP, PGRI Adi Buana University, Surabaya, Indonesia

ABSTRACT

Throughout Indonesia, at all levels of higher education and schools, an increased rate of boredom, dropout risk, decreased involvement and low academic achievement is directly related to low school engagement. The Education of Islamic School (Pesantren) is known as one of the highest risks of disengages. The 2015 PISA study results for engagement and motivation in learning ranked Indonesia in the 62nd position out of a possible 70. Thus, Indonesia is perceived as having a low level of learning engagement. This study examines the effect of self-efficacy, self-concept, and social support regarding school engagement. The study sample included 213 Senior High School students from the Assa'adah Islamic Boarding School (Pesantren). The sample was taken using a simple random sampling technique. Multiple regression analysis was used to analyze the data. Study results show that there is a significantly positive effect when self-efficacy, self-concept, and social support are able to influence school engagement. The significant variance in the proportion of school engagement was 97.9% for all independent variables and the rest was explained by the residual. The Results for minor hypotheses shows that eight variables significantly affected school engagement namely initiative, persistence, effort, self-evaluation, attachment, guidance, a reassurance of worth and social integration. Other variables had no significant effect on school engagement.

KEYWORDS
Islamic Boarding School, School Engagement, Self-efficacy, Self-concept, Social Support

Cite this paper
Teguh Fachmi , Rena Latifa , Ahmad Habibi Syahid , Kheryadi , Hidayatullah , Reza Rachmadtullah . "School Engagement Predictors for Indonesian Islamic Student." Universal Journal of Educational Research 7.10 (2019) 2217 - 2226. doi: 10.13189/ujer.2019.071021.