Peran Academic Resilience dalam Memediasi Pengaruh Dukungan Guru dan Iklim Pembelajaran Terhadap Kepuasan Belajar Siswa SMA IT Al-Madinah Cibinong

Vinsensius Crispinus Lemba; Khairunnisa Putri Alif; Vera Maya Santi

Peran Academic Resilience dalam Memediasi Pengaruh Dukungan Guru dan Iklim Pembelajaran Terhadap Kepuasan Belajar Siswa SMA IT Al-Madinah Cibinong

Vinsensius Crispinus Lemba, Khairunnisa Putri Alif, Vera Maya Santi

Abstract

Abstract: This study aims to examine the effects of teacher support and classroom learning climate on students’ learning satisfaction, both directly and indirectly through academic resilience as a mediating variable, among students of SMAIT Al-Madinah Cibinong, Bogor Regency. The research employed a quantitative approach with an explanatory correlational design. A sample of 200 students was selected proportionally from the population. Data were collected using a closed-ended questionnaire with a four-point Likert scale and analyzed through validity and reliability tests, classical assumption tests, and path analysis. The findings indicate that teacher support and learning climate have positive and significant effects on academic resilience (β = 0.516; β = 0.566; p < 0.05), as well as direct and significant effects on learning satisfaction (β = 0.216; β = 0.206; p < 0.05). Academic resilience also demonstrates a strong positive effect on learning satisfaction (β = 0.604; p < 0.05). Furthermore, academic resilience is proven to mediate the effects of teacher support (0.312 > 0.216) and learning climate (0.342 > 0.206) on learning satisfaction. These findings suggest that learning satisfaction is not solely determined by the quality of the learning environment but also by students’ ability to respond adaptively to academic challenges. In this context, academic resilience functions as a key mechanism that bridges learning experiences and students’ evaluative judgments of those experiences. Practically, schools are encouraged to integrate instructional strategies that not only emphasize academic achievement but also strengthen students’ psychological capacities. Therefore, enhancing teacher support and fostering a conducive learning climate should be strategically directed toward developing academic resilience, so that students’ learning satisfaction can be sustained in a more stable, long-term, and meaningful manner.
Keywords: Teacher Support; Learning Climate; Academic Resilience; Learning Satisfaction; Path Analysis

Abstrak: Studi ini difokuskan untuk menganalisis pengaruh dukungan guru dan iklim pembelajaran terhadap kepuasan belajar siswa, baik secara langsung maupun tidak langsung melalui academic resilience sebagai variabel mediasi pada siswa SMAIT Al-Madinah Cibinong, Kabupaten Bogor. Penelitian menggunakan pendekatan kuantitatif dengan desain eksplanatori korelasional. Sampel berjumlah 200 siswa yang dipilih dari populasi secara proporsional. Data dikumpulkan melalui kuesioner tertutup dengan skala Likert empat tingkat, kemudian dianalisis menggunakan uji validitas, reliabilitas, uji asumsi klasik, serta analisis jalur (path analysis). Hasil penelitian memperlihatkan secara kuat bahwa dukungan guru dan iklim pembelajaran berpengaruh positif dan signifikan terhadap academic resilience (β = 0,516; β = 0,566; p < 0,05), serta berpengaruh langsung dan signifikan terhadap kepuasan belajar (β = 0,216; β = 0,206; p < 0,05). Academic resilience juga menunjukkan pengaruh yang kuat terhadap kepuasan belajar (β = 0,604; p < 0,05). Selain itu, academic resilience terbukti memediasi pengaruh dukungan guru (0,312 > 0,216) dan iklim pembelajaran (0,342 > 0,206) terhadap kepuasan belajar. Temuan ini mengindikasikan bahwa kepuasan belajar tidak hanya ditentukan oleh kualitas lingkungan belajar, tetapi juga oleh kemampuan siswa dalam merespons tekanan akademik secara adaptif. Dalam konteks ini, resiliensi akademik berperan sebagai mekanisme penting yang menjembatani pengalaman belajar dengan penilaian siswa terhadap proses tersebut. Implikasi praktisnya, sekolah perlu mengintegrasikan strategi pembelajaran yang tidak hanya berorientasi pada capaian akademik, tetapi juga pada penguatan aspek psikologis siswa. Oleh karena itu, penguatan dukungan guru dan penciptaan iklim pembelajaran yang kondusif perlu diarahkan secara strategis untuk mengembangkan academic resilience, sehingga kepuasan belajar siswa dapat terbentuk secara lebih stabil, berkelanjutan, dan berorientasi jangka panjang.
Kata kunci: Dukungan Guru; Iklim Pembelajaran; Resiliensi Akademik; Kepuasan Belajar; Analisis Jalur

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