Devia Rahma Hamimatul Fadila, Kartika Nur Fathiyah

Academic Buoyancy and Peer Support as Predictors of Student Engagement in Learners within Compulsory Education

Introduction

Academic buoyancy and peer support as predictors of student engagement in learners within compulsory education. This study examines academic buoyancy and peer support as key predictors of student engagement in high school. Quantitative analysis shows their significant combined influence.

Abstract

Purpose of the study: This study aims to examine academic buoyancy and peer support as predictors of student engagement in high school students Methodology: This study is a quantitative study involving 324 high school students in Madiun who were selected by random sampling. The research instrument in this study used three scales: the student engagement scale, the academic buoyancy scale, and the peer support scale. Validity testing used content validity using the Gregory formula, while reliability using Chronbach Alpha with a value of 0.863 for the student engagement scale, 0.629 for the academic buoyancy scale, and 0.865 for the peer support scale. The data were analyzed using multiple linear regression techniques. Main Findings: The results of the study showed that academic buoyancy and peer support simultaneously had a significant influence on student engagement, which means that academic buoyancy and peer support together were predictors of student engagement in high school students Novelty/Originality of this study: This study reveals the unique role of academic buoyancy and peer support as predictors of high school student engagement, presenting a new perspective that combines academic resilience and social relationships in predicting learning engagement holistically.

Review

This study delves into the vital area of student engagement, specifically examining the predictive roles of academic buoyancy and peer support among high school students in Madiun. Through a quantitative methodology involving 324 randomly sampled participants, the research utilized established scales to measure student engagement, academic buoyancy, and peer support. The core finding reveals that academic buoyancy and peer support collectively and significantly influence student engagement, indicating their combined importance as predictors in fostering active learning environments for adolescents. From a methodological standpoint, the study benefits from a sound approach, including random sampling and a reasonable sample size, which enhances the potential for generalizability within its specific context. The use of content validity and Cronbach's Alpha for reliability is appropriate, with the student engagement and peer support scales demonstrating robust internal consistency (0.863 and 0.865, respectively). However, a notable point for consideration is the Cronbach's Alpha of 0.629 for the academic buoyancy scale. While potentially acceptable in some exploratory studies, this value is at the lower end of accepted reliability thresholds for strong research conclusions, which could introduce measurement error and potentially attenuate the observed effects for this specific construct. The abstract also omits details regarding the individual predictive power of each variable or the overall variance explained, which would offer richer insights into their unique contributions. The authors claim novelty by presenting a holistic perspective that combines academic resilience (through buoyancy) and social relationships (through peer support) in predicting learning engagement. While the interaction of resilience and social support is a well-trodden path in educational research, the specific focus on 'academic buoyancy' and 'peer support' as direct predictors of 'student engagement' within this specific population offers a valuable, targeted contribution. The findings carry significant practical implications for educators, suggesting that fostering both individual coping mechanisms for academic challenges and cultivating a supportive peer environment can collectively enhance student engagement. Future research could further delineate the individual predictive strengths of these variables, explore potential mediating or moderating pathways, and address the reliability concerns of the academic buoyancy scale to solidify findings in this crucial domain.

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