ASPIRASI PENDIDIKAN SISWA UNTUK MELANJUTKAN STUDI KE JENJANG LEBIH TINGGI KAJIAN ESKRIPTIF TEORITIK SISWA SEKOLAH DASAR X DI KABUPATEN PANDEGLANG, PROPINSI BANTEN

2019 ◽  
Vol 20 (2) ◽  
pp. 126
Author(s):  
Gugun Gunawan
Keyword(s):  
Continuing Education ◽  
Educational Aspirations ◽  
Socioeconomic Background ◽  
School Students ◽  
Cultural Traditions ◽  
Interview Method ◽  
School Year ◽  
Informal Leaders ◽  
Two Factors ◽  
Main Factors

This study aims to describe the aspirations of elementary school students to continue their education to a higher level and the factors that influence these aspirations. The study was conducted at two elementary schools in the Pandeglang district. Data collection method used is an interview method to describe the perceptions and desires of students continuing education. The respondents were 10 students of grade six, in the 2016/2017 school year. This study concludes that the educational aspirations of the six grade students to continue their studies to the level of SMP/MTs are relatively low due to internal and environmental factors. There are two main factors that influence the family's socioeconomic background, and local cultural traditions. These two factors affect the mindset and preference of parents to send their children to “pesantren” rather than to formal schools (Public Secondari School or Madrasah Tsanawiyah). The aspirations of students to continue their education could be improved by means of a synergistic efforts of school managers, the Office of Education and local informal leaders to broaden parents' horizons and increase parental attention towards children's education for the future. Penelitian ini bertujuan untuk mendeskripsikan aspirasi siswa sekolah dasar untuk  melanjutkan pendidikan  ke jenjang yang lebih tinggi dan faktor-faktor yang mempengaruhi aspirasi tersebut. Penelitian dilakukan pada dua Sekolah Dasar di wilayah Kabupaten Pandeglang. Metode pengumpulan data yang digunakan adalah metode wawancara untuk  mendeskripsikan persepsi dan keinginan siswa melanjutkan pendidikan. Responden  berjumlah 10 siswa kelas 6 (enam) pada tahun pelajaran 2016/2017. Penelitian ini menyimpulkan bahwa aspirasi pendidikan siswa kelas 6 (enam) beberapa Sekolah Dasar di wilayah Kabupaten Pandeglang untuk melanjutkan studi ke jenjang SMP/MTs tergolong rendah disebabkan oleh faktor internal dan lingkungan. Terdapat dua faktor utama yang berpengaruh yaitu latar belakang sosial ekonomi keluarga, dan tradisi budaya setempat. Ke dua faktor ini berpengaruh pada pola pikir dan preferensi orangtua untuk menyekolahkan anaknya ke pondok pesantren daripada ke sekolah formal (SMP/MTs). Aspirasi siswa untuk melanjutkan pendidikan ke SMP/MTs ini dapat ditingkatkan melalui upaya sinergis pengelola sekolah, Kantor Dinas Pendidikan dan pimpinan informal setempat untuk memperluas wawasan orangtua dan meningkatkan perhatian orangtua terhadap pendidikan anak bagi masa depan. 

ASPIRASI PENDIDIKAN SISWA UNTUK MELANJUTKAN STUDI KE JENJANG LEBIH TINGGI KAJIAN ESKRIPTIF TEORITIK SISWA SEKOLAH DASAR X DI KABUPATEN PANDEGLANG, PROPINSI BANTEN

1970 ◽  
Vol 20 (2) ◽  
pp. 126-134
Author(s):  
Gugun Gunawan
Keyword(s):  
Continuing Education ◽  
Educational Aspirations ◽  
Socioeconomic Background ◽  
School Students ◽  
Cultural Traditions ◽  
Interview Method ◽  
School Year ◽  
Informal Leaders ◽  
Two Factors ◽  
Main Factors

This study aims to describe the aspirations of elementary school students to continue their education to a higher level and the factors that influence these aspirations. The study was conducted at two elementary schools in the Pandeglang district. Data collection method used is an interview method to describe the perceptions and desires of students continuing education. The respondents were 10 students of grade six, in the 2016/2017 school year. This study concludes that the educational aspirations of the six grade students to continue their studies to the level of SMP/MTs are relatively low due to internal and environmental factors. There are two main factors that influence the family's socioeconomic background, and local cultural traditions. These two factors affect the mindset and preference of parents to send their children to “pesantren” rather than to formal schools (Public Secondari School or Madrasah Tsanawiyah). The aspirations of students to continue their education could be improved by means of a synergistic efforts of school managers, the Office of Education and local informal leaders to broaden parents' horizons and increase parental attention towards children's education for the future. Penelitian ini bertujuan untuk mendeskripsikan aspirasi siswa sekolah dasar untuk  melanjutkan pendidikan  ke jenjang yang lebih tinggi dan faktor-faktor yang mempengaruhi aspirasi tersebut. Penelitian dilakukan pada dua Sekolah Dasar di wilayah Kabupaten Pandeglang. Metode pengumpulan data yang digunakan adalah metode wawancara untuk  mendeskripsikan persepsi dan keinginan siswa melanjutkan pendidikan. Responden  berjumlah 10 siswa kelas 6 (enam) pada tahun pelajaran 2016/2017. Penelitian ini menyimpulkan bahwa aspirasi pendidikan siswa kelas 6 (enam) beberapa Sekolah Dasar di wilayah Kabupaten Pandeglang untuk melanjutkan studi ke jenjang SMP/MTs tergolong rendah disebabkan oleh faktor internal dan lingkungan. Terdapat dua faktor utama yang berpengaruh yaitu latar belakang sosial ekonomi keluarga, dan tradisi budaya setempat. Ke dua faktor ini berpengaruh pada pola pikir dan preferensi orangtua untuk menyekolahkan anaknya ke pondok pesantren daripada ke sekolah formal (SMP/MTs). Aspirasi siswa untuk melanjutkan pendidikan ke SMP/MTs ini dapat ditingkatkan melalui upaya sinergis pengelola sekolah, Kantor Dinas Pendidikan dan pimpinan informal setempat untuk memperluas wawasan orangtua dan meningkatkan perhatian orangtua terhadap pendidikan anak bagi masa depan. 

scholarly journals Endeavours towards Academic Success: An Investigation of Underprivileged Student’s Life Experience

2020 ◽  
Vol 1 (2) ◽  
pp. 94-106
Author(s):  
Jeson Galgo
Keyword(s):  
Academic Success ◽  
Continuing Education ◽  
School Performance ◽  
Life Experience ◽  
School Students ◽  
Descriptive Research ◽  
School Year ◽  
Convenience Sampling ◽  
Practical Implications ◽  
Structured Questionnaire

Purpose: The primary purpose of this study is to examine underprivileged students’ endeavours towards achieving academic success. It specifically aims to understand how poverty affects the students' performance in school, students' way to fight poverty in pursuing education; and motivation to achieve their goals. Approach/Methodology/Design: The study is qualitative and utilized a descriptive research design. A semi-structured questionnaire was used and was composed of three focus questions. The respondents’ answers were transcribed and categorized using analytical coding to explore the students’ experience in coping with hardships towards achieving academic success despite poverty. This study was conducted in Dagohoy National High School, Poblacion, Dagohoy, Bohol, Philippines, for the school year 2019-2020. Homogeneous-Convenience sampling was utilized to select respondents for the study. Findings: Poverty has made a significant impact on students who belong to the low-class families. This affects the emotional part of the students while studying. Failure to comply with School Requirements and increasing rates of absenteeism are also among the problems poverty causes. However, students have perseverance, determination, and self-motivation to win over poverty. They are so eager to strive harder and achieve their goals because they want to pay off their families' struggles to raise them and send them to school. They also perceived poverty as their motivation as they were challenged by it in achieving their dreams. Practical Implications: The study will contribute positively to understanding unprivileged students' endeavours towards achieving academic success. The results of the study will give better explanation to the unprivileged students’ source of motivation and inspiration towards success. Originality/value: This study addresses one of the crucial problems in the society-the unprivileged. It examines the situation of the underprivileged students, describing their difficult experiences while continuing education, reflecting the effects of poverty on their school performance and their motivation to move forward despite the challenges.

Binge Drinking and Educational Participation among Youth in the COMPASS Host Study (Year 5: 2016/2017): School Connectedness and Flourishing as Compensatory Factors

2020 ◽  
Vol 12 (3) ◽  
pp. 55-77
Author(s):  
Simone D. Holligan ◽  
Wei Qian ◽  
Margaret De Groh ◽  
Ying Jiang ◽  
Karen A. Patte ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Binge Drinking ◽  
School Connectedness ◽  
Educational Goals ◽  
School Students ◽  
Educational Participation ◽  
School Year ◽  
Canadian Youth ◽  
Reported Data

The current study investigated resilience factors influencing the associations between binge drinking and measures of educational participation among Canadian youth. Self-reported data were collected during the 2016/2017 school year from 5238 students in Grades 9 through 12 (2744 females, 2494 males) attending 14 secondary schools in Ontario and British Columbia as part of the COMPASS study. Logistic regression analyses were conducted to determine relationships between binge drinking, school connectedness and flourishing on measures of educational participation. Binge drinking was associated with increased likelihood of skipping classes, going to class without completing homework, lower Math and English scores, and having educational and/or training expectations and aspirations beyond high school only. Decreased flourishing was linked to increased likelihood of going to class with incomplete homework, lower Math and English scores, and decreased likelihood of aspiring and expecting to achieve education and/or training beyond high school only. Increased school connectedness was associated with decreased likelihood of skipping classes and going to class with incomplete homework, higher Math and English scores, and increased the likelihood of aspiring to and expecting to achieve education and/or training beyond high school only. Lower flourishing was additive in its effect on current binge drinking in negatively impacting class attendance and homework completion and academic performance, while higher school connectedness was compensatory in its effect on these outcomes. This study suggests that, for high school students who are susceptible to binge drinking, those who are more connected to school and have a higher sense of wellbeing can maintain active participation in school and achieve their educational goals.

Perfectionism in adolescents: Self-critical perfectionism as a predictor of depressive symptoms across the school year

2018 ◽  
Author(s):  
Shelby L. Levine ◽  
Isabelle Green-Demers ◽  
Marina Milyavskaya ◽  
Kaitlyn M. Werner
Keyword(s):  
Mental Health ◽  
High School Students ◽  
Depressive Symptoms ◽  
Cognitive Biases ◽  
Early Spring ◽  
School Students ◽  
Personal Standards ◽  
School Year ◽  
Path Modelling ◽  
Personal Standards Perfectionism

The present study examined the influence of personal standards and self-critical perfectionism on depressive and anxiety symptoms over the academic year. High-school students (N=174) were surveyed in the late Fall and early Spring, assessing perfectionism in the Fall and mental health across the year in both the Fall and Spring. Path modelling was used to examine whether self-critical and personal standards perfectionism were related to changes in mental health across the school year. Controlling for mental health at the start of the year, self-critical perfectionism predicted an increase in depressive symptoms over time, whereas personal standards perfectionism was unrelated to changes in mental health. Results support that self-critical perfectionism is detrimental to mental health in adolescents, suggesting that future interventions should focus on reducing self-critical cognitive biases in youth.

Observing the Interethnic Friendships in Elementary and Secondary Religion-Based School

2019 ◽  
Author(s):  
Adib Rifqi Setiawan
Keyword(s):  
Student Perceptions ◽  
Externalizing Behavior ◽  
Internalizing Behavior ◽  
Acting Out ◽  
Classroom Context ◽  
Older Children ◽  
School Students ◽  
School Year ◽  
Interethnic Friendships ◽  
Level I

Friendships provide opportunities to build empathy and practice social skills. Being friends with ethnically diverse peers can create opportunities for academic and social learning different from the opportunities afforded by same-ethnic friendships. Through my observation, I had been finding that elementary and secondary school students are less likely to have friends of a different ethnic — even from the beginning to the end of a single school year, as they progress in school. My observation show that most childhood friendships are formed in classrooms, but children tend to form friendships with others of their own ethnicity, with interethnic friendships decreasing across ages and grades. The observation looked at student and classroom factors that affect the likelihood of children forming friendships across ethnic. On an individual or student level, I looked at age, ethnic, and psychosocial factors, including sociability, internalizing behavior (such as worrying or feeling sad) and externalizing behavior (such as acting out or getting in trouble). I also examined factors related to classroom context, including teacher support, whether teachers treat students with varying levels of academic achievement differently, and competition among students. Results suggest that same-ethnic friendships increase over the school year, with greater increases among white and older children. Externalizing behavior predicted a greater increase in same-ethnic friendships, particularly among ‘domestic’ (Javanese: ‘cah kene dewe’) students. Teachers and classroom context influenced student friendships in two different ways. It suggests that teachers may make a difference in how students select and maintain friends. Classroom support -- measured by student perceptions of teachers' warmth, respect, and trust -- predicted less of an increase in same-ethnic friendships from fall to spring. In last, my observation points to the need not just for diverse schools, but also for teachers to foster classrooms where students and teachers support one another, and social and academic hierarchies are not dominant, which could increase the likelihood of students developing and maintaining interethnic friendships.

Educational Persistence in the Face of Violence

2018 ◽  
Vol 11 (2) ◽  
pp. 94-113 ◽  
Author(s):  
Adrian H. Huerta
Keyword(s):  
High School ◽  
High School Students ◽  
Urban Communities ◽  
Educational Aspirations ◽  
School Students ◽  
Male Youth ◽  
Educational Persistence ◽  
The Face ◽  
Latino Male ◽  
Forms Of Violence

Latino boys and young men often carry the debt of violence into different spaces. This invisible trauma manifests into disruptive behaviors in schools. It is well documented that violence in urban communities and schools has received significant attention from researchers, but little attention has been paid to Latino male youth as individuals and the various forms of violence they have experienced, and how that impacts educational persistence. This qualitative study focuses on 26 Latino male middle and high school students who are attending two continuation schools to understand the types of violence they have experienced and their educational aspirations after high school.

Telling Cases That Inform an Understanding of Factors Impacting the Development of Inventors From Diverse Backgrounds

2020 ◽  
Vol 21 (2) ◽  
pp. 133-142
Author(s):  
Stephanie Couch ◽  
Audra Skukauskaite ◽  
Leigh B. Estabrooks
Keyword(s):  
High School ◽  
High School Students ◽  
Young Women ◽  
Gender Gap ◽  
Young Men ◽  
The United States ◽  
Foreign Born ◽  
School Students ◽  
School Year ◽  
Diverse Backgrounds

The lack of diversity among patent holders in the United States (1-3) is a topic that is being discussed by federal policymakers. Available data suggests that prolific patent holders and leading technology innovators are 88.3% male and nearly 94.3% Asian, Pacific Islander, or White, and half of the diversity that does exist is among those who are foreign born (3). The data shows that there is a need for greater diversity among patent holders. Few studies, however, are available to guide the work of educators creating learning opportunities to help young people from diverse backgrounds learn to invent. Educators must navigate issues that have complex sociocultural and historical dimensions (4), which shape the ideas of those surrounding them regarding who can invent, with whom, under what conditions, and for what purposes. In this paper, we report the results of an ongoing multimethod study of an invention education pro- gram that has worked with teachers and students in Grades 6 through 12 for the past 16 years. Findings stem from an analysis of end-of-year experience surveys and interview transcripts of six students (three young men and three young women) who participated in high school InvenTeams®. The data were used to investigate three topics: 1) ways high school students who have participated on an InvenTeam conceptualize the term "failure" and what it means to "learn from failure," 2) what supported and constrained the work of the three young women during their InvenTeams experience and the implications for policy makers concerned about the gender gap in patenting, and 3) ways the young men and young women took up (or didn't take up) the identity of "inventor" after working on a team that developed a working prototype of an invention during the previous school year.

School Belonging, Educational Aspirations, and Academic Self-Efficacy among African American Male High School Students: Implications for School Counselors

2008 ◽  
Vol 11 (5) ◽  
pp. 2156759X0801100
Author(s):  
Chinwe J. Uwah ◽  
H. George McMahon ◽  
Carolyn F. Furlow
Keyword(s):  
High School Students ◽  
School Counselors ◽  
Self Efficacy ◽  
African American Male ◽  
Educational Aspirations ◽  
School Belonging ◽  
School Students ◽  
Male High School ◽  
Academic Self Efficacy ◽  
Perceptions Of School

While academic self-efficacy is widely considered an individual cognitive variable, it may be influenced by a sense of belonging and connection to others in the school community. Using a correlation and multiple regression design, the study in this article examined the relationship between perceptions of school belonging, educational aspirations, and academic self-efficacy among 40 African American male high school students. Results indicated that feeling encouraged to participate and educational aspirations were significant, positive predictors of academic self-efficacy. Other components of perceptions of school belonging were not significant in predicting academic self-efficacy. Recommendations for future research and practical suggestions for school counselors are discussed.

scholarly journals Rural Aboriginal high school students' views of their future tertiary education

2020 ◽  
pp. 1-11
Author(s):  
Jessica Howard ◽  
Jacob Jeffery ◽  
Lucie Walters ◽  
Elsa Barton
Keyword(s):  
High School ◽  
High School Students ◽  
Lived Experience ◽  
Educational Outcomes ◽  
Educational Aspirations ◽  
Tertiary Education ◽  
Structured Interviews ◽  
School Students ◽  
Aboriginal Australians ◽  
Relationship Networks

Abstract In the context of a stark discrepancy in the educational outcomes of Aboriginal Australians compared to non-Aboriginal Australians, this article aims to contribute the voices of rural Aboriginal high school students to the discourse. This article utilises an appreciative enquiry approach to analyse the opinions and aspirations of 12 Aboriginal high school students in a South Australian regional centre. Drawing on student perspectives from semi-structured interviews, this article contributes to and contextualises the growing body of literature regarding educational aspirations. It demonstrates how rurality influences a complex system of intrinsic attributes, relationship networks and contextual factors. It offers an important counterpoint to discourses surrounding academic disadvantage and highlights the lived experience of rural Aboriginal Australians.

scholarly journals The Effect of Family Background on Student Effort

2014 ◽  
Vol 14 (4) ◽  
pp. 1337-1403 ◽  
Author(s):  
Zoë Kuehn ◽  
Pedro Landeras
Keyword(s):  
Parental Education ◽  
Family Background ◽  
Compulsory Education ◽  
Marginal Productivity ◽  
School Students ◽  
Student Effort ◽  
Her Family ◽  
Two Factors ◽  
University Degree ◽  
The Relationship

Abstract Students from more advantageous family backgrounds tend to perform better than those from less advantageous backgrounds. But it is not clear that these students exert more effort. We build a model of students, schools, and employers to study the interaction of family background and effort exerted by the student in the education process. Two factors turn out to be key in determining the relationship between effort and family background: (i) the student’s attitude toward risk and (ii) how the student’s marginal productivity of effort depends on her family background. We show that when the degree of risk aversion is relatively low (high) compared to the sensitivity of the marginal productivity of effort, students from more advantageous family backgrounds exert more (less) effort. Empirically, we find that if parental education was reduced from holding a university degree to incomplete compulsory education, primary and secondary school students would exert around 21–23% less effort (approximately equal to a reduction of 2 hours weekly in homework). For primary school students we also find that marginal productivities of effort are higher for those from less advantageous family backgrounds.

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