Electronic Theses and Dissertation

Sekolah yang berbasis pesantren memiliki beberapa perbedaan dengan sekolah umum, seperti perbedaan kurikulum, peraturan, sistem dan waktu pembelajaran, serta keterlibatan orang tua. Penelitian ini dilakukan dengan tujuan mengidentifikasi ada tidaknya perbedaan psychological well-being antara siswa sekolah berbasis pesantren dengan sekolah umum. Penelitian ini merupakan penelitian komparatif dengan pendekatan cross-sectional study. Cluster random sampling digunakan sebagai metode teknik pengambilan sampel dan sekitar 262 siswa direkrut menjadi sampel. Pengumpulan data menggunakan kuesioner Psychological Well-Being Scale (PWBS) dengan 18 item pernyataan terdiri dari dimensi kemandirian, penguasaan lingkungan, pertumbuhan pribadi, hubungan positif dengan orang lain, tujuan hidup, dan penerimaan diri. Hasil analisis statistik Mann Whitney menunjukkan tidak ada perbedaan signifikan rata-rata skor siswa sekolah menengah atas dan pesantren (U=0.79;p>0.05). Sehingga dapat disimpulkan bahwa meskipun kedua model sekolah memiliki kurikulum, sistem, dan waktu pembelajaran yang berbeda, namun dari hasil penelitian menunjukkan karakteristik siswa yang hampir sama. Direkomendasikan agar melakukan penelitian lebih luas dengan melibatkan sampel di beberapa sekolah umum dan pesantren.

Islamic boarding schools have differences in curriculum, regulation, system, learning times, and parental engagement with public high schools. These differences should have an impact on student’s psychological well-being. This study aimed to evaluate the differences in psychological well-being between students at an Islamic boarding school and students at a public high school. The study design was qualitative with a cross-sectional approach. Approximately 262 students were selected as samples using cluster random sampling techniques. The Psychological Well-Being Scale (PWBS) questionnaire with 18 statements, consisting of six dimensions: autonomy, environmental mastery, personal growth, positive relations with others, purpose in life, and self-acceptance, was used in gathering the data. According to the Mann-Whitney U-Test, there were no significant differences in the average scores of psychological well-being of students between Islamic boarding schools and public schools (U=0.79;p>0.05). According to this result, it can be concluded that even though both schools have differences in curricula, learning systems, and learning schedule, the study results showed that student characteristics are almost similar. Therefore, the differences in psychological well-being were not significant in both schools. It is recommended to conduct broader research involving samples from several general schools and Islamic boarding schools.