Peran kompetensi emosi dan keterikatan pada sekolah terhadap prestasi akademik siswa unggul di SMA Negeri Yogyakarta

DHARMAYANA, I Wayan, Promotor Prof. Dr. Masrun, MA

2010 | Disertasi | S3 Ilmu Psikologi

Penelitian ini bertujuan untuk menguji peran kompetensi emosi dan keterikatan pada sekolah terhadap prestasi akademik siswa unggul. Subjek penelitian adalah siswa tahun terakhir pada SMA Negeri Yogyakarta yang berprestasi ujian nasionalSMP tergolong unggul, berjumlah 417 siswa, terdiri dari 173 siswa laki-laki dan 244 siswa perempuan; 51 siswa program IPA akselerasi, 270 siswa program IPA regular, dan 96 siswa program IPS regular, dengan rerata usia 16,9 tahun. Pengumpulan data menggunakan skala psikologi, tes, dan dokumentasi. Pengolahan data menggunakan analisis persamaan struktural dengan program AMOS 6.0. dan SPSS versi 13.0. Hasil penting penelitian adalah ada kesesuaian antara model modifikasi dengan data emperis (model fit). Artinya model teoritis peran kompetensi emosi dan keterikatan pada sekolah terhadap prestasi akademik siswa unggul sesuai dengan data empiris. Kompetensi emosi, keterikatan pada sekolah, dengan mengonrol nilai Ujian Nasional SMP dan inteligensi berperan langsung dan tidak langsung terhadap prestasi akademik, dan menjelaskan 22 persen variasi prestasi akademik. Kompetensi emosi berperan tidak langsung terhadap prestasi akademik melalui peran langsung keterikatan pada sekolah. Nilai UN SMP berperan langsung terhadap prestasi akademik berkorelasi dengan inteligensi dan kompetensi emosi. Uji kesesuaian model modifikaasi berdasarkan jenis kelamin dan program belajar juga menegaskan bahwa model fit, konsisten dengan hasil uji kesesuaian model secara keseluruhan. Temuan penelitian menyarankan agar keterikatan pada sekolah mendapatkan penekanan di dalam kebijakan sekolah dan pendidikan demi kesuksesan siswa di sekolah. Penyelenggaraan pendidikan dan pembelajaran di sekolah, tidak hanya terfokus pada keluaran prestasi akademik saja, melainkan juga pada keluaran keterikatan siswa pada sekolah sebagai suatu faktor anteseden yang berpengaruh langsung terhadap prestasi akademik. Usaha dan intervensi program sekolah dalam rangka optimalisasi prestasi akademik siswa, sudah semestinya memperhatikan peran faktor kompetensi emosi dan keterikatan pada sekolah sebagai bagian penting dan integral dari program pendidikan di sekolah.

This study was aimed to examine the roles of emotional competence and school engagement in influencing academic achievement of superior students. Research subjects were 417 final year students of Yogyakarta State Senior High School, who excelled in Junior High School National Exam, consisting of 173 male and 244 female; 51 students from science acceleration program, 270 students from regular science program, and 96 students from regular social science program, and their average age was 16.9 years. Data were collected using psychological scales,tests, and documentation. The data were then processed by using structural equation modeling analysis with AMOS 6.0 and SPSS version 13.0 programs. The results of study showed that there was a fit between the modified model and the empirical data (the model was fit). It means that the theoretical model of the role of emotional competence and school engagement in influencing the academic achievement of superior students was consistent with the empirical data. By controlling the scores of Junior High School National Exam and Intelligence, it was revealed that emotional competence and school engagement had direct and indirect roles in influencing academic achievement, and accounted for a 22-percent variation in the academic achievement. Emotional competence had an indirect role in influencing the academic achievement through the direct role of school engagement.Scores of Junior High School National Exam contributed directly to academic achievement, and it was correlated with intelligence and emotional competence. The test of fit for modified model, which was based on sex and learning programs,confirmed that the fit model was consistent with the results of all fit model tests.Based on results of study, it is advisable that school engagement should be emphasized in school policy and education to support the achievement of students.Implementation of education and learning in schools should not only be focused on the results of academic achievement but also be focused on school engagement of students as an antecedent factor that directly affects academic achievement. Efforts and interventions with regard to school programs to optimize the students’ academic achievement should take into account the roles of emotional competence and school engagement factors as important and integral parts of educational programs in schools.

Kata Kunci : Kompetensi emosi,Keterikatan pad sekolah,Prestasi akademik, Emotional Competence, School Engagement, Academic Achievement