Melsi Syawitri, Farhan Fajar Pratama

Self-Esteem and Resilience Profiles of Bullying Victims di Madrasah Aliyah: Studi Korelasi dan Perbandingan

Introduction

Self-esteem and resilience profiles of bullying victims di madrasah aliyah: studi korelasi dan perbandingan. Studi self-esteem dan resiliensi korban bullying di Madrasah Aliyah. Self-esteem memengaruhi resiliensi, perempuan lebih tangguh. Mendesak intervensi psikososial untuk ketahanan mental siswa.

Abstract

Penelitian ini menginvestigasi profil self-esteem dan resiliensi siswa korban bullying di Madrasah Aliyah Negeri (MAN) 1 Kerinci, di mana 86 siswa teridentifikasi sebagai korban melalui skrining awal. Menggunakan pendekatan kuantitatif dengan desain deskriptif, korelasional, dan komparatif, penelitian ini memanfaatkan instrumen terstandarisasi yaitu Skala Rosenberg (RSE) untuk mengukur self-esteem dan Skala Ketahanan Singkat (BRS) untuk mengukur resiliensi. Hasil analisis deskriptif menunjukkan bahwa self-esteem siswa korban bullying sebagian besar berada dalam kategori sedang (49%) dan rendah (37%), mengindikasikan bahwa meskipun mereka memiliki persepsi diri yang cukup positif, hal tersebut belum cukup kuat untuk membentuk ketahanan psikologis yang stabil dalam menghadapi adversitas. Demikian pula, tingkat resiliensi mayoritas berada pada kategori sedang (44%), diikuti oleh tinggi (27%) dan rendah (23%), dengan hanya 5% yang menunjukkan resiliensi sangat tinggi, menggambarkan kerentanan psikososial yang signifikan pada populasi ini. Temuan utama melalui analisis regresi linear mengungkap adanya pengaruh positif yang signifikan dari self-esteem terhadap resiliensi (p<0.001, dengan koefisien regresi 0.438), mengonfirmasi bahwa peningkatan self-esteem secara proporsional berkontribusi pada peningkatan kapasitas resiliensi. Selain itu, analisis komparatif menggunakan independent samples t-test menemukan perbedaan signifikan dalam resiliensi berdasarkan jenis kelamin (p<0.05), di mana siswa perempuan menunjukkan tingkat resiliensi yang secara statistik lebih tinggi dibandingkan siswa laki-laki. Temuan ini mereplikasi pola gender-specific resilience yang dilaporkan dalam studi lintas budaya sebelumnya. Secara kolektif, hasil penelitian ini menekankan urgensi pengembangan dan implementasi intervensi psikososial yang terstruktur dan berkelanjutan, yang secara spesifik berfokus pada peningkatan self-esteem melalui program school-based positive psychology, guna membangun ketahanan mental siswa korban bullying di lingkungan pendidikan Islam.

Review

This study provides a valuable and timely examination of self-esteem and resilience among bullying victims in the context of Madrasah Aliyah Negeri (MAN) 1 Kerinci, an under-researched educational setting. The research employs a comprehensive quantitative approach, combining descriptive, correlational, and comparative designs, and utilizes established instruments like the Rosenberg Self-Esteem Scale and the Brief Resilience Scale. The identification of 86 student victims through an initial screening demonstrates a focused effort to understand the psychosocial profiles of a vulnerable population, laying a solid methodological groundwork for its findings. The findings offer significant insights into the psychological landscape of bullying victims. Descriptively, a concerning proportion of students exhibit moderate to low self-esteem and moderate resilience, underscoring their susceptibility to adverse psychological outcomes. Crucially, the correlational analysis reveals a robust positive influence of self-esteem on resilience (p<0.001, β=0.438), highlighting self-esteem as a key protective factor. Furthermore, the study contributes to existing literature by replicating gender-specific patterns, finding that female students demonstrate significantly higher resilience levels than males. These results collectively provide a strong empirical basis for the authors' urgent call for structured and sustainable psychosocial interventions, particularly those focused on positive psychology within the school environment. While the abstract clearly outlines the study's strengths and core findings, a full manuscript would benefit from a more nuanced discussion on several points. Understanding the overall prevalence of bullying within MAN 1 Kerinci, beyond just the identified victims, could offer broader contextual insights. Additionally, while the need for interventions in an "Islamic educational environment" is emphasized, a deeper exploration of how proposed positive psychology programs might be specifically tailored or integrated with the cultural and religious values inherent to this context would significantly enhance the practical relevance and impact of the recommendations. Despite these considerations, the study makes a commendable contribution to the understanding of bullying's psychological repercussions in a distinct educational setting, providing actionable evidence for targeted support programs.

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