ACADEMIC SELF-MANAGEMENT TENDENCIES BASED ON
FAMILY SOCIOECONOMIC STATUS
Asih Hanifiyah Samhah
Universitas Pendidikan Indonesia, Jawa Barat,
Indonesia
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KEYWORDS |
ABSTRACT |
|
academic
self-management, family, socioeconomic status. |
Students
must have Academic Self-Management skills to develop factors to achieve
academic achievement. Family socioeconomic status factors influence academic
Self-Management. This study aims to determine the tendency of Academic
Self-Management of Class XI Students of SMA PGRI 1 Bandung Academic Year
2017/2018 based on the socioeconomic status of the family. The research
approach uses a quantitative approach and a descriptive method. The sample
used was SMA PGRI 1 Bandung, with 173 students. The data collection technique
uses a questionnaire on the Academic Self-Management scale, which reveals
aspects of motivation, learning methods, use of time, physical and social
environment, and performance of 50 items with instrument reliability of 0.98.
The results showed that students were in the middle category, and there was
no significant difference in the level of Academic Self-Management for
students from high, middle, or low socioeconomic status categories. Research
recommendations are addressed to guidance and counselling teachers and future
researchers. Academic Self-Management of class XI SMA PGRI 1 Bandung in the
Academic Year 2017/2018 based on family socioeconomic status in the upper,
middle, and lower categories is included in the moderate category. |
Corresponding Author: Asih Hanifiyah Samhah
Email: ahanifiyahs@gmail.com
INTRODUCTION
The need for
education is one of the essential parts of human life; with higher education,
it is hoped that it will produce more qualified human beings. Education is critical
because education in schools aims to enable students to develop their potential
to the fullest so that they can achieve success in learning and achieve
academic achievement.
The
Coordinating Ministry for Human Development and Culture (2015) explained the
UNESCO report in the Education for All Global Monitoring Report (EFA-GMR) that
the Education Development Index for All or The Education for All Development
Index (EDI) Indonesia in 2014 was ranked 57 out of 115 countries. The total EDI
score is obtained from the summary of the four assessment categories, namely
the literacy rate at the age of 15 years and over, the introductory education
enrollment rate, the enrollment rate according to gender equality, and the
survival rate of students up to Grade V of Elementary School. The order of
education in Indonesia, which is still far behind 115 countries in the world,
explains that the implementation of education in Indonesia still has problems. Many
problems occur in education, one of which is low student achievement, as
evidenced in several studies. Problems in education or one of them is low
learning achievement can be influenced by internal factors such as time
management in learning and learning motivation and external factors such as
economic conditions, geography, and internal factors from students. Internal factors that cause students to learn wrong can be avoided if they
can control internal factors within themselves. To control the factors that
influence the learning process, students must have good academic
self-management, referred to as Academic Self-Management. Academic
Self-Management is a strategy used by students to control various factors that
influence the learning process.
Dembo (Dembo & Seli, 2008) states that Academic Self-Management is essential in achieving learning
success. In line with Dembo, Scottish Qualification Authority
(2007, p.14) describes that:
“If you are effective in managing
yourself, then you will benefit. On the other hand, if you are ineffective, any
deficiencies that you have can potentially cause inefficiencies.”
This means
that if an individual can manage himself well, then he will benefit, but if
self-management is not practical, then any deficiencies he has will have a
worse impact. Every student must have adequate self-management, especially in
learning, because a student who can manage himself will make his life more
effective. Practical life is assessed when students can control their thoughts and
feelings and know the priorities that must be prioritised in their lives and
the steps in living their lives. Adequate Academic Self-Management will also
help students avoid disturbing stress because they will be better able to
manage their time well and realise what they must do. Conversely, if students
do not have adequate Academic Self-Management, they will likely experience
stress because they cannot manage themselves in learning correctly. Academic
Self-management is very useful so that students can achieve learning goals so
that students will better understand their priorities, whereas students who do
not have Academic Self-Management skills have little possibility of achieving
learning goals and cannot prioritise things that support their learning
success.
(Dembo & Seli, 2008) explains that
students must have adequate Academic Self-Management, because if students have
adequate Academic Self-Management, it is indicated that they can control
factors to achieve learning goals, for example, arranging study schedules,
practising solving questions practice questions, reviewing or repeating lessons
that have been learned at school, underlining important material, monitoring
learning progress, discussing in class, looking for resources in the library, and
dividing time between free time and studying, while students who do not have
Academic Adequate self-management will undoubtedly experience the opposite,
namely not compiling a study schedule, not practising completing practice
questions, not reviewing or repeating lessons learned at school, not
underlining important material, not monitoring progress. Learning, no
discussion in class, no looking for resources in the library, and it can not
divide time between free time with study.
The results
of research conducted by Hidayat in 2012 at SMA PGRI 1 Bandung showed that students’
learning motivation at SMA PGRI 1 Bandung generally belonged to the moderate
category. Of the 154 students in this study, 3.2% (5 students) had very high
learning motivation, 29.2% (45 students) had high learning motivation, and 34.4%
(53 students) had moderate learning motivation. 22.1% (34 students) had low
learning motivation, and 11.0% (17 students) were classified as students who
were in the deficient category in terms of learning motivation. Learning
motivation is an aspect of Academic Self-Management. Seeing the results of this
study, there are still those who have low learning motivation, whereas to study
well, students must have adequate Academic Self-Management, especially in
learning because this is a student’s ability and skill to regulate their
behaviour in learning.
Students must
be able to manage themselves by increasing motivation, learning behaviour and learning strategies to build optimal conditions
for learning and avoid learning disorders to create suitable learning
activities and achieve better learning outcomes. Based on research on the level
of Academic Self-Management, there were 31 students in class VIII.2 of SMP
Negeri 1 Punggur, 48.39% (15 people) were in the high category of academic
self-management skills, 29.03% (9 people) were in the medium category, and
22.6% (7 people) are in a low category. The research data above shows that
there are still students with low and medium levels of Academic
Self-Management.
Academic
Self-Management is also inseparable from the factors that can influence it,
both internal and external factors. As explained (Kamalia, 2019) that the
level of economic conditions is one of the factors that influence Academic
Self-Management in students. Students who meet their needs and manage them will
be able to complete various matters relating to learning and meet all needs to
achieve the goals they want to achieve. The level of economic conditions in the
family is based on parental education, parental income, parental occupation, and
social status in the community (such as relationships in the community,
association groups, and community perceptions of the family).
(Anwar, 2016) explains that
groups with low socioeconomic status do not emphasise the importance of
achieving higher education. Parents with high socioeconomic status and success
are more maximal in preparing their children for school and are very
supportive. In addition, parents with high socioeconomic status also focus on
their children’s mental and physical development, strongly supporting their
children’s schools by providing good learning facilities from a young age to
help shape character in children. Children also don’t
think about school fees because their parents think about everything; in other
words, children only have time for school and study preparation. High
socioeconomic status generally builds children’s confidence to face various
challenges in life. The economic capacity of the family will influence both,
directly and indirectly, education and employment or position and considering
the results achieved in education and employment.
As happened
at SMA PGRI 1 Bandung, the counselling teacher explained that many students,
before and after going to school, help their parents work to meet their living
expenses. The guidance counsellor explained that parents with low socioeconomic
status are more focused on struggling to earn money for the continuation of
their life and that of their children, so that very little time is spent with
their children. Sometimes, children of parents with low socioeconomic status
help with work, so they have to manage time for
school, have less time to study at home or even have no time to prepare for
things related to study. Further strengthened by the results of research in
2012 at MTs Asysyariah Tegalarum in 2013, that it has a positive and
significant influence on learning achievement with a regression value of 0.868
which illustrates that the higher the socioeconomic status of parents, the
student’s learning achievement will increase. Learning achievement is an
indicator of learning success that students can achieve if they have high
category Academic Self-Management skills.
Based on the
research results and cases that have occurred in the field, an action or role
for counselling should be held. When there is no effort to improve Academic
Self-Management, it is feared that it will impact students so that students
cannot optimise the potential that already exists in them, and students cannot
feel well-being in their lives, so they do things that are not good. (Suteja, 2017) explains that
the basis for implementing guidance and counselling in schools is an effort to
facilitate students to be the ability to develop their potential or achieve
developmental tasks (physical, emotional, intellectual, social, and
moral-spiritual aspects). Students need to be able to manage themselves,
especially Academic Self-Management and obtain appropriate guidance and
counselling services to achieve optimal learning outcomes and develop their
potential to the fullest.
Based on the
description, the researcher is interested in researching “Academic Self-Management
Tendencies based on family socioeconomic status”. The
results of Academic Self-Management research based on students’ socioeconomic
status can then be used to determine the direction of suitable guidance and
counselling services in schools. Following the opinion (Tampubolon, 2020) that
self-management programs and interventions facilitate the development of skills
and activities designed to increase changes in self-management behaviour and
improve quality of life or family welfare.
METHODS
The research approach used is quantitative. The
quantitative approach in this study is used to describe the tendency of
Academic Self-Management based on the family socioeconomic status by obtaining
numerical data in the form of the Academic Self-Management level of class XI
SMA PGRI 1 Bandung. The research method in this study used a descriptive method
with cross-sectional because the research time was short, and the research was
carried out with one data collection. The technique used in data collection is
a research technique using a questionnaire. Data collection regarding Academic
Self-Management was carried out by distributing questionnaires to class XI
students of SMA PGRI 1 Bandung for the 2017/2018 Academic Year based on the
operational definitions of variables. The population in this study were
students of SMA PGRI 1 Bandung in the 2017/2018 Academic Year who were in their
mid-adolescence.
RESULTS AND DISCUSSION
The Tendency of Academic
Self-Management Class XI SMA PGRI 1 Bandung 2017/2018 Academic Year
Based on the research results, the
tendency of Academic Self-Management Class XI students of SMA PGRI 1 Bandung
for the 2017/2018 Academic Year is in the moderate category. Management in this
study is planning, organising, directing, motivating, and controlling people
and work mechanisms to achieve goals. Students who are in the moderate category
means that students are skilled enough in self-management in the academic
field. Students already have enough planning and motivation to achieve their
goals, are skilled enough in using learning methods, are skilled enough to
manage time, have an excellent physical and social environment, and are skilled
enough to evaluate the results of their performance. The majority of students
are in the medium category, but there are also students with Academic
Self-Management tendencies, which are in the high and low categories, such as
the opinion (Cervone
& Pervin, 2012) (Alfiana,
2013) that everyone can organise
personal goals, plan strategies and evaluate and modify the behaviour they will
do. This means that every student has an awareness of the importance of setting
life goals, having a strategy, and being aware of what they have
to do, especially in the academic field, so the majority of students are
in the medium category, although there are students who are in the low and high
categories.
This is reinforced by Desmita (Azam,
2016), that everyone is unique,
showing diverse abilities, appearances, temperaments, interests and attitudes.
Everyone also has varying standards to set for themselves, and some have
challenging goals; the goal is easy; the specific purpose; the goal is ambiguous;
the short goal is near, and the goal is far away. However, students still set
standards for their personal life goals so that students have diversity in
achieving their desires. Students who are included in the adolescent category
are also in a period when the capacity to acquire and use knowledge efficiently
reaches its peak because, during this adolescent period, the brain growth
process reaches perfection, and adolescents begin to seriously think about
their future so that adolescents begin to pay great attention towards various
fields of life that he lives as an adult human being in the future, including
in education. From several expert opinions, it can be concluded that students
are in a phase of paying greater attention to their future, including in
education, so most students also have sufficient skills in Academic
Self-Management or are in the moderate category.
The study results show that students
are in the medium category on the motivation aspect, which means that they have
enough motivation to learn from within themselves. Students already have skills
that are skilled enough to push themselves to be more advanced and control
their abilities to achieve good things in learning. Students also have enough
hope and confidence in themselves to achieve academic success. The motivational
aspect is not only in the medium category, but some students are in the low
category. This is because motivation tends to decrease during the junior high
school and high school years. Research on students with various levels of
family socioeconomic status conditions, because the role of parents influences
aspects, is following the opinion (Handayani,
2019) that the role of parents is
an essential factor for developing student achievement motivation because
parents’ expectations and upbringing are important factors in the development
of student motivation.
The study results also show that
students are in the middle category in the Methods of Learning aspect, meaning
that students are skilled enough to choose a suitable and appropriate way of
learning for themselves. According to students, the right way of learning will
further assist the learning process so that they achieve academic success. As
is the opinion (Bire
et al., 2014) that learning styles are the
easiest way for individuals to absorb, organise, and process the information
received, appropriate learning styles are the key to student success in
learning. In the Use of Time aspect, students are in the medium category,
meaning they are skilled at managing their time, so they are not confused about
dividing their time for study and other activities. Carroll in (Anggraeni,
2014) argues that one of the
learning outcomes achieved by students is due to the time available for study. Students
can achieve learning success if they use their time well.
Students also already have a physical
environment that is adequate for the learning process, and the social
environment of students also supports student learning activities, as it is
known that the environment greatly influences the condition of students.
Bandura’s 1977 social learning theory ( Igbo
et al., 2015) explains that human behaviour
is a function of people plus the environment. So, in other words, personality,
behaviour, and environment are interrelated because each can influence the
other. Therefore, the theory assumes that when two people or groups interact,
they become part of each other. Then (Amaliasari
& Zulfiana, 2019) explains that individuals
with good social conditions, of course, will find it easier to have good Academic
Self-Management.
The performance aspect shows that
students are in the medium category, meaning that students are skilled enough to
monitor the learning outcomes obtained in class with predetermined initial
goals. (Rismawati
& Mattalata, 2018) Explains that individuals
must direct and assess their performance according to planned goals and monitor
and evaluate performance according to applicable standards. That is, students
should monitor and evaluate their performance during learning through the exam
results obtained, whether they are appropriate or not so that the evaluation
results can be used as a benchmark for starting their next self-management.
The tendency of students’ Academic
Self-Management who are still in the medium and low categories must be
improved. Students must have high Academic Self-Management so that the future
orientation of youth, including educational issues, can be well-lived because
education is closely related to preparation for entering the world of work and
early adulthood. Students must be highly skilled at motivating themselves to
learn and realise that learning is essential for their future; then, students
must also have hope and confidence in their abilities to achieve academic
success or have the belief that every human being must have their talents so
that what needs to be done is to explore and hone the talents they already
have. Students who are included in the adolescent category are experiencing a
process of brain growth reaching perfection, so students must begin to pay
attention to the learning methods used in the learning process; students must
already have a learning method that is appropriate and appropriate for them so
that students have no difficulties in the learning process; If students already
have a way of learning that suits them well, then the learning process will be
easy. Furthermore, students must be wise in dividing their time; if students
are faced with two choices at one time, then students must be able to decide to
use the time they have for things that support their future; this can be
started with small things, for example doing assignments on time and studying
not just before exams. Then students must also be highly skilled in utilising
the physical and social environment to support their future; even though
students come from the lower category of socioeconomic status, students must be
competent in utilising existing facilities and infrastructure at school, such
as laboratories and solving academic problems through tutoring services to
improve student Academic Self-Management based on the research results that
have been discussed. The service strategy used can also vary; you can use
classical guidance and group guidance with methods that can be chosen according
to the needs and problems of students.
Lower Category Family
Socioeconomic Status
The tendency of Academic Self Management
students is in the lower category of socioeconomic status, and all its aspects
are in the medium category. The research results show that students of lower
socioeconomic status have enough skills in self-management in the academic
field, especially in every aspect of Academic Self-Management. Students are
skilled enough in planning, organising, directing, motivating, and controlling
themselves to achieve goals in the academic field. Students have the ability in
the aspect of motivation in the medium category. Motivation is also influenced
by external factors, parents, and the community environment. (Rahman, 2022) argues that motivation for achievement is a person’s way of
trying well for his achievements. Most students with lower socioeconomic status
are in the moderate category, which can be caused by external factors, parents,
and the community environment, which are still unable to maximally bring good
influence to students.
For students to achieve achievements,
a learning method is needed that is appropriate to the students themselves,
which is described through the aspects of the methods of learning. Aspects of
students’ learning methods are in the medium category, which means that
students are skilled enough to use learning methods that suit them. When
students use appropriate learning methods, they will undoubtedly get good
learning outcomes compared to students who do not use learning methods.
Research shows that there are still students who are included in the low
category in the aspects of methods of learning which shows that there are still
students who do not have learning methods when studying. Learning methods and
motivation are related skills for a person because students who know a suitable
learning method but do not be motivated are the same as useless. The aspect of
students’ use of time is also in the moderate category, meaning that students
are skilled enough to manage time and realise that managing their time plays an
essential role in student’s academic success. Time management also has a
positive relationship with academic achievement, where students with good time
management skills will tend to have good grades compared to those who do not
have good time management. The physical and social environment aspects are in
the moderate category; this shows that students have a physical and social
environment sufficient to support learning activities, and students have formed
a pretty good learning environment with other students. This is not following
the opinion of Maccoby & McLoyd (Yusuf,
2015), who compared middle and upper-class
parents with the lower class, explaining that lower-class parents tend to be
less warm and give affection to children. In performance, students are in the
moderate category or quite skilled in evaluating the performance that has been
carried out with student goals. Students are quite skilled in observing and
evaluating behavior in the learning process.
Most students are in the middle
category, breaking Galo & Matthews’ opinion that the economically fortunate
and the economically disadvantaged will experience different factors in their
daily lives. On the contrary, the study's results strengthen the opinion (Muali
& Mazida, 2018) which suggests different
things about the socioeconomic status between upper and lower-class families,
namely: Good family socioeconomic conditions can create conditions for students
that hinder learning because students think their needs are met. Fulfilled so
that students do not think about their future. In contrast, students who come
from families with weak economies are usually much more diligent because they
think about the future.
Cultural differences, upbringing patterns, and differences in
respondents are also indicated to be factors causing the discrepancy between
the opinions of experts from abroad and the reality on the ground in Indonesia.
The parenting style practised by parents for children from various cultures
will also vary, according to the thoughts and culture of the parents. SMA PGRI
1 Bandung is included in Sundanese culture. Sundanese culture has values that the
Sundanese people uphold, which are reflected in silih asih (love each other),
silih asah (reciprocal self-improvement), and split asah (mutual protection).
Parenting is not only limited to
caring for a child but also instilling cultural values in their environment. Caring
for children does not mean only caring for or supervising children, but more
than that, which includes education, courtesy, cleanliness, discipline, forming
responsibility exercises, social knowledge and so on, which originate from the
cultural knowledge possessed by their parents.
Students from lower socioeconomic
status categories should also be able to have Academic Self-Management skills.
Students must be able to have the motivation to study harder to improve their
family life. Students must also have hope and belief that every human being
must have advantages and potential that can be developed. Students with lower
socioeconomic status must also have a way of learning that suits their learning
style. Students who help their parents work must have a fun and appropriate way
of learning for themselves to maximise the student learning process. Like it or
not, students also have to be able to share study time
with work; at least, they must do assignments on time and study every day, even
for a short time. That way, students will gradually get used to dividing their
time between study and work. Students who come from the lower category of
socioeconomic status certainly have difficulties with material, so students are
not appropriately facilitated by their parents to support academic success.
Even so, some facilities can be obtained at school, such as books in the
library, computers in the computer laboratory, and so on, so students must have
the skills to use the facilities available at school or in the community.
Students must also be able to assess learning outcomes through the results of
previous tests and use them as benchmarks and comparisons. Then students must
get used to reviewing test results so that in the following exam, students can
learn even better.
Guidance and counselling play a significant
role in helping students face and solve academic problems to have good Academic
Self-Management skills. The problems experienced by students with the lower
category of family socioeconomic status are very diverse and complex. According
to the guidance counsellor, students sometimes put education aside and prefer
to work to lighten the burden on their parents. The BK teacher has a significant
role, where the BK teacher must be able to change the mindset of students so
they can change parents’ conditions for the long term, not just for now, so
students must stay in school. The counselling teacher said that education at
SMA PGRI 1 Bandung was free, so there was no reason for students not to go to
school. Counselling teachers must instil these thoughts through a tutoring
service strategy, either through classical guidance or group guidance services.
CONCLUSION
Based on the
results of research on the tendency of Academic Self-Management of class XI
students of SMA PGRI 1 Bandung in the 2017/2018 Academic Year based on
socioeconomic status, the conclusions are as follows: Academic Self-Management
of class XI students of SMA PGRI 1 Bandung in the 2017/2018 Academic Year is in
the category medium which indicates that the academic self-management of class
XI students at SMA PGRI 1 Bandung in the academic year 2017/2018 is quite good.
Likewise, every aspect of motivation, learning methods, use of time, physics,
and social environment and performance is included in the medium category.
Academic Self-Management class XI SMA PGRI 1 Bandung Academic Year 2017/2018
based on family socioeconomic status in the upper, middle, and lower categories
is included in the medium category. Likewise, in every aspect of academic
self-management of students with family socioeconomic status in the upper
category, the middle category in the lower category is in the medium category.
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