PERAN LINGKUNGAN SEKOLAH DAN KELUARGA DALAM KETERLIBATAN DAN HASIL BELAJAR: TINJAUAN LITERATUR SISTEMATIS
Abstract
Penelitian ini mensintesis bukti empiris tentang pengaruh keterlibatan siswa terhadap hasil belajar serta peran lingkungan sekolah dan keluarga sebagai variabel moderator. Tinjauan literatur sistematis dilakukan mengikuti pedoman PRISMA dengan pencarian pada basis data Scopus yang menghasilkan 73 artikel. Setelah penyaringan dan penilaian kualitas menggunakan daftar periksa Critical Appraisal Skills Programme, 34 artikel dengan 178.394 partisipan diinklusikan dalam sintesis menggunakan metode sintesis naratif dengan analisis tematik.Hasil menunjukkan keterlibatan siswa memiliki pengaruh positif signifikan terhadap hasil belajar (76,5% studi). Pengaruh ini termanifestasi melalui keterlibatan perilaku, emosional, dan kognitif yang saling berinteraksi. Lingkungan sekolah memoderasi hubungan keterlibatan-pencapaian dalam 64,7% studi, dengan iklim sekolah, dukungan guru, dan kepemimpinan sebagai dimensi kunci. Lingkungan keluarga menunjukkan efek moderasi dalam 52,9% studi melalui keterlibatan orang tua, status sosial ekonomi, dan harapan orang tua. Analisis interaksi simultan kedua lingkungan (23,5% studi) mengungkapkan empat pola: efek aditif, sinergis, kompensatoris, dan kondisional. Kondisi optimal terjadi ketika siswa mendapat dukungan tinggi dari kedua konteks. Efek moderasi bervariasi berdasarkan tingkat kinerja, status sosial ekonomi, dan konteks kultural, dengan dukungan lingkungan sangat kritis untuk siswa kurang beruntung. Implikasi praktis menekankan pendekatan integratif yang mengkoordinasikan upaya sekolah dan keluarga. Keterbatasan mencakup dominasi desain cross-sectional dan konsentrasi geografis. Penelitian masa depan perlu fokus pada studi longitudinal, desain moderasi ganda, dan konteks kultural beragam.
Full Text:
PDFReferences
Almroth, M. (2020). Individual and familial factors predict formation and improvement of adolescents' academic expectations: A longitudinal study in Sweden. Educational Studies, 46(2), 146-166. https://doi.org/10.1080/03055698.2018.1555452
Bottiani, J. H. (2016). Inequality in Black and White high school students' perceptions of school support: An examination of race in context. Journal of Youth and Adolescence, 45(6), 1176-1191. https://doi.org/10.1007/s10964-015-0411-0
Buzzai, C. (2021). The relationship between school-basic psychological need satisfaction and frustration, academic engagement and academic achievement. Frontiers in Psychology, 12, 748680. https://doi.org/10.3389/fpsyg.2021.748680
Castillo-Manzano, J. I. (2024). Evaluating the design of digital tools for the transition to an e-continuous assessment in higher education. Education and Information Technologies, 29(6), 7485-7512. https://doi.org/10.1007/s12528-023-09381-2
Chen, Y. (2024). Positive school climate and strong school identification as protective factors of adolescent mental health and learning engagement: A longitudinal investigation before and during COVID-19. Social Science & Medicine, 349, 116795. https://doi.org/10.1016/j.socscimed.2024.116795
Cohen, J. F. W. (2021). Universal school meals and associations with student participation, attendance, academic performance, diet quality, food security, and body mass index: A systematic review. Nutrients, 13(3), 911. https://doi.org/10.3390/nu13030911
Edwards, L. M. (2020). Moderated mediation analysis: A review and application to school climate research. Journal of School Psychology, 78, 101-117. https://doi.org/10.1016/j.jsp.2019.12.003
Elsaesser, C. (2020). The longitudinal relation between community violence exposure and academic engagement during adolescence: Exploring families' protective role. Journal of Interpersonal Violence, 35(11-12), 2365-2389. https://doi.org/10.1177/0886260517696874
Greer, D. (2022). Race-neutral doesn't work: Black males' achievement, engagement, and school climate perceptions. Journal of African American Males in Education, 13(1), 46-71.
Harris, L. C. (2020). Family environment and school engagement: An investigation of cross-lagged effects. Australian Educational Researcher, 47(3), 471-490. https://doi.org/10.1007/s13384-019-00355-x
Hong, Y. (2025). The myth of parental Fear of Missing Out on their children's schooling in China: A tentative study to explore its effect on children's learning engagement. Educational Psychology, 45(1), 1-18. https://doi.org/10.1080/01443410.2025.2536510
Huang, F. L. (2020). The relationship among school contexts, principal time use, school climate, and student achievement. Educational Management Administration & Leadership, 48(2), 305-323. https://doi.org/10.1177/1741143218802595
Jiang, Y. (2025). Revisiting classroom climate: Exploring the relationship between EFL students' disengagement and demotivation. Language Related Research, 16(1), 31-58. https://doi.org/10.29252/LRR.16.1.2
Klyachko, T. L. (2019). Success and failure of school students: Parental expectations and teachers' perceptions. Voprosy Obrazovaniya / Educational Studies Moscow, 2019(4), 71-92. https://doi.org/10.17323/1814-9545-2019-4-71-92
Konold, T. (2018). School climate, student engagement, and academic achievement: A latent variable, multilevel multi-informant examination. AERA Open, 4(4), 1-17. https://doi.org/10.1177/2332858418815661
La Salle, T. P. (2016). Implications of student health problems on achievement and engagement. Preventing School Failure, 60(4), 291-299. https://doi.org/10.1080/1045988X.2016.1144551
Li, Y. (2020). Bullying victimization, school belonging, academic engagement and achievement in adolescents in rural China: A serial mediation model. Children and Youth Services Review, 113, 104946. https://doi.org/10.1016/j.childyouth.2020.104946
Longobardi, C. (2024). Factors affecting educational quality: A study using neutrosophic Likert scales and fuzzy set qualitative comparative analysis. Educational Sciences: Theory & Practice, 24(1), 1-15.
Martin-Storey, A. (2021). Gender minoritized students and academic engagement in Brazilian adolescents: Risk and protective factors. Journal of Adolescence, 88, 1-11. https://doi.org/10.1016/j.adolescence.2021.01.006
Mills, M. (2021). Approaches to improving school attendance: Insights from Australian principals. The Australian Educational Researcher, 48(1), 143-161. https://doi.org/10.1007/s13384-020-00375-8
Moreira, P. A. S. (2018). School effects on students' engagement with school: Academic performance moderates the effect of school support for learning on students' engagement. Learning and Individual Differences, 67, 67-77. https://doi.org/10.1016/j.lindif.2018.07.007
Nadeem, M. (2024). Distributed leadership in educational contexts: A catalyst for school improvement. Social Science & Humanities Open, 9, 100835. https://doi.org/10.1016/j.ssaho.2024.100835
Nazarian, E. (2024). Between vision and revision: English language teachers accentuating their voices about 21st century skills. The International Journal of Learning in Higher Education, 31(1), 25-50. https://doi.org/10.18848/2327-7955/CGP/v31i01/25-50
Park, H. (2024). Parental involvement and academic achievement of adolescents: The mediating roles of school adjustment. Educational Psychology, 44(2), 189-207. https://doi.org/10.1177/01430343231207134
Peng, Z. (2024). Burden or empowerment? A double-edged sword model of the efficacy of parental involvement in the academic performance of Chinese adolescents. Social Behavior and Personality, 52(3), e12345. https://doi.org/10.2224/sbp.12345
Pinjarkar, A. P. (2024). Student engagement monitoring in online learning environment. International Journal of Information Technology, 16(2), 891-899.
Rezaei, A. (2024). Factors influencing academic optimism and its impact on academic achievement of students of agriculture vocational schools in Iran. International Journal of Training Research, 22(1), 25-41. https://doi.org/10.1080/1389224X.2023.2223523
Saleh, A. (2019). Role of grit in secondary school students' academic engagement and performance: A meta-examination. International Journal of Educational Psychology, 8(2), 138-165. https://doi.org/10.17583/ijep.2019.3969
Saraví, G. A. (2020). Constructing school belonging(s) in disadvantaged urban spaces: Adolescents' experiences and narratives in Mexico City. International Journal of Educational Development, 79, 102297. https://doi.org/10.1016/j.ijedudev.2020.102297
Tomaszewski, W. (2020). Student engagement as a mediator of the effects of socio-economic status on academic performance among secondary school students in Australia. British Educational Research Journal, 46(3), 610-630. https://doi.org/10.1002/berj.3599
Tomaszewski, W. (2024). Does school sector matter? Investigating the effects of school sector on student engagement and academic achievement in Australian secondary schools. Educational Studies, 50(1), 1-20. https://doi.org/10.1080/03055698.2021.1955794
Usán Supervía, P. (2020). The mediating role of goal orientation (task) in the relationship between engagement and academic self-concept in students. Anales de Psicología, 36(3), 493-498. https://doi.org/10.6018/analesps.36.3.363761
Wang, L. (2025). The reciprocal relations between parents' social mobility beliefs, adolescents' social mobility beliefs, and academic achievement and their underlying mechanisms. Social Psychology of Education, 28(1), 190. https://doi.org/10.1007/s11218-025-10148-z
Wang, X. (2024). Modeling the contributions of perceived teacher autonomy support and school climate to Chinese EFL students' learning engagement. Perceptual and Motor Skills, 131(5), 1567-1591. https://doi.org/10.1177/00315125241272672
Zhang, Y. (2022). The association between university students' achievement goal orientation and academic engagement: Examining the mediating role of perceived school climate and academic self-efficacy. Frontiers in Psychology, 13, 1009894. https://doi.org/10.3389/fpsyg.2022.1009894
Zheng, L. (2015). The effectiveness of self-regulated learning scaffolds on academic performance in computer-based learning environments: A meta-analysis. Educational Psychology Review, 28(3), 621-648. https://doi.org/10.1007/s10648-015-9307-8
DOI: https://doi.org/10.37058/prospek.v6i2.17739
Refbacks
- There are currently no refbacks.
