PENGARUH PERSEKITARAN DAN PERSONAL TERHADAP KETERLIBATAN MURID BERISIKO CICIR: ANALISIS MODEL PERSAMAAN BERSTRUKTUR
ENVIRONMENTAL AND PERSONAL INFLUNCES ON THE ENGAGEMENT OF STUDENTS AT RISK OF DROPPING OUT: A STRUCTURAL EQUATION MODELLING ANALYSIS
DOI:
https://doi.org/10.35631/IJEPC.1162033Keywords:
Daya Tahan (Resilience), Faktor Pelindung Keluarga (Family Protective Factors), Iklim Sekolah (School Climate), Keterlibatan Murid (Student Engagement), Pembelajaran Regulasi Kendiri (Self-Regulated Learning)Abstract
Dalam fenomena keciciran, tindakan murid meninggalkan alam persekolahan adalah kerana terputusnya keterlibatan dengan sistem pendidikan. Meskipun kajian lepas menyatakan faktor persekitaran dan faktor personal punca kepada keciciran pendidikan, namun bukti empirik yang mengkaji interaksi pengaruh persekitaran khususnya konteks keluarga dan sekolah serta pengaruh personal yang terdiri daripada daya tahan dan pembelajaran regulasi kendiri terhadap keterlibatan murid dalam satu model kajian adalah masih terhad. Justeru, kajian ini dilaksanakan untuk meneliti pengaruh faktor pelindung keluarga, iklim sekolah, daya tahan dan pembelajaran regulasi kendiri terhadap keterlibatan murid berisiko cicir di peringkat sekolah menengah. Kajian ini merupakan kajian kuantitatif berbentuk korelasi yang dilaksanakan secara tinjauan keratan rentas menggunakan satu set soal selidik. Kajian ini mengaplikasikan persampelan pelbagai peringkat (Multistage Sampling). Sampel kajian terdiri daripada 395 orang murid Tingkatan Empat di sekolah menengah harian dari seluruh negeri Sarawak yang dikategorikan sebagai berisiko cicir. Data dianalisis menggunakan perisian IBM SPSS dan AMOS versi 29. Dapatan pengujian model berstruktur mendapati tujuh laluan yang diuji, tujuh laluan tersebut menghasilkan keputusan yang signifikan. Analisis pengujian daya tahan sebagai mediator mendapati daya tahan bertindak sebagai mediator separa antara faktor pelindung keluarga dan keterlibatan murid manakala pembelajaran regulasi kendiri didapati berperanan sebagai mediator separa antara iklim sekolah dan keterlibatan murid. Model persamaan berstruktur menunjukkan indeks kesepadanan yang baik dengan perincian nilai p (0.000<0.005), RMSEA (0.068<0.08), CFI (0.911>0.90), TLI (0.903>0.90) dan nilai relative chi-square (2.796< 3.00). Nilai R2 menunjukkan empat faktor peramal iaitu faktor pelindung keluarga, iklim sekolah, daya tahan dan pembelajaran regulasi kendiri menyumbang sebanyak 63% kepada keterlibatan murid berisiko cicir di negeri Sarawak. Kesimpulannya, dapatan kajian ini memberi implikasi secara teori dan praktikal menyokong kepentingan persekitaran dan personal untuk meningkatkan keterlibatan murid berisiko cicir.
In the phenomenon of dropout, the act of students leaving school is due to the disengagement with the education system. Although previous studies state that environmental factors and personal factors are the cause of dropping out of education, empirical evidence that examines the interaction of environmental influences, especially family and school contexts, as well as personal influences that consist of resilience and self-regulation learning on student engagement in a study model is still limited. Therefore, this study was carried out to examine the influence of family protective factors, school climate, resilience and self-regulated learning on the engagement of students at risk of dropping out at the secondary school level. This study is a quantitative study in the form of correlation which is carried out in a cross-sectional survey using a set of questionnaires. This study applies multistage sampling. The study sample consisted of 395 Form Four students in secondary schools from all over the state of Sarawak who were categorized as being at risk of dropping out. Data was analysed using IBM SPSS software and AMOS version 29. The results of structured model testing found that seven paths were tested, the seven paths produced significant results. The analysis of testing resilience as a mediator found that resilience acted as a partial mediator between family protective factors and student engagement while self-regulated learning was found to act as a partial mediator between school climate and student engagement. The structural equation model shows a good fit index with detailed p value (0.000<0.005), RMSEA (0.068<0.08), CFI (0.911>0.90), TLI (0.903>0.90) and relative chi-square value (2.796< 3.00). The R2 value shows that four predictor factors, namely family protective factors, school climate, resilience and self-regulated learning contribute as much as 63% to the engagement of students at risk of dropping out in the state of Sarawak. In conclusion, the findings of this study give theoretical and practical implications supporting the importance of the environment and personal to increase the engagement of students at risk of dropping out.
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