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PENGARUH PEER SUPPORT TERHADAP PENGEMBANGAN SUBJECTIVE WELL-BEING SISWA SEKOLAH MENENGAH ATAS DI KOTA BANDUNG
Subjective well-being merupakan indikator penting dalam mengukur kualitas hidup dan kesejahteraan siswa. Penelitian ini bertujuan menguji pengaruh peer support terhadap pengembangan subjective well-being siswa sekolah menengah atas di Kota Bandung. Penelitian ini menggunakan pendekatan kuantitatif dengan desain pre-eksperimental tipe one group pretest-posttest. Populasi penelitian adalah siswa kelas X dan XI di SMA Laboratorium Percontohan UPI Tahun Ajaran 2024/2025, dengan sampel sebanyak 12 siswa, terdiri dari 2 siswa sebagai peer support dan 10 siswa sebagai penerima layanan. Pengumpulan data dilakukan menggunakan inventori subjective well-being untuk siswa sekolah menengah atas. Analisis data dilakukan secara deskriptif dan inferensial menggunakan uji wilcoxon serta perhitungan effect size dengan rumus Cohen’s d. Hasil penelitian menunjukkan bahwa subjective well-being siswa berada pada kategori sedang, dan terdapat peningkatan signifikan setelah intervensi peer support. Uji wilcoxon menunjukkan perbedaan bermakna antara skor pretest dan posttest (p < 0,05), dengan effect size yang besar, menunjukkan bahwa intervensi memiliki dampak yang kuat terhadap peningkatan subjective well-being. Temuan ini menegaskan bahwa peer support efektif tidak hanya sebagai alat intervensi, tetapi juga sebagai strategi pengembangan keterampilan sosial dan emosional siswa. Implikasi dari penelitian ini adalah pentingnya mengintegrasikan program peer support dalam sistem sekolah sebagai bagian dari upaya sistematis dalam membangun lingkungan belajar yang suportif dan berkelanjutan. Subjective well-being is a critical indicator for assessing students’ quality of life and overall well-being. This study aimed to examine the effect of peer support on the development of subjective well-being among senior high school students in Bandung City. A quantitative approach was employed using a one-group pretest- posttest pre-experimental design. The research population consisted of 10th and 11th-grade students at the UPI Laboratory High School during the 2024/2025 academic year. The sample included 12 students: 2 serving as peer supporters and 10 as recipients of the peer support intervention. Data were collected using a subjective well-being inventory specifically developed for high school students. Both descriptive and inferential statistical analyses were conducted, including the Wilcoxon signed-rank test and Cohen’s d for effect size calculation. The results indicated that students’ subjective well-being was initially at a moderate level and improved significantly following the intervention. The Wilcoxon test revealed a statistically significant difference between pretest and posttest scores (p<.05), with a large effect size, indicating that the intervention had a substantial impact on students’ subjective well-being. These findings suggest that peer support is effective not only as an intervention tool but also as a strategy for fostering students’ social and emotional competencies. The implications underscore the importance of integrating peer support programs into school systems as part of a systematic effort to build a supportive and sustainable learning environment.
KODEPRODI86101#Bimbingan Dan Konseling_S2, Universitas Pendidikan Indonesia
PENGARUH PEER SUPPORT TERHADAP PENGEMBANGAN SUBJECTIVE WELL-BEING SISWA SEKOLAH MENENGAH ATAS DI KOTA BANDUNG (Text)
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BF Psychology
L Education (General)
LB Theory and practice of education
LB2300 Higher Education