Keywords
spiritual well-being
self-efficacy
student engagement
Muslim student
juvenile prison
self-efficacy
student engagement
Muslim student
juvenile prison
How to Cite
Sriwiyanti, S., & Saefudin, W. (2022). Spiritual Well-being, Self-efficacy, and Student Engagement of Muslim Juveniles during an Educational Program in Prison. Muslim Education Review, 1(1), 106-130. https://doi.org/10.56529/mer.v1i1.7
Abstract
The juvenile prison system in Indonesia has an educational program that aims to give the inmates rights as human beings. The juveniles are registered as students and follow various school levels such as junior high school, senior high school, and Pendidikan Kesetaraan (Paket A, Paket B, Paket C). During the educational program, they face some problematic issues and challenges. Therefore, the students need other aspects to strengthen their engagement during learning. Spiritual well-being and self-efficacy are assumed to affect and enhance engagement. Therefore, this study focuses on examining these variables. The data collection occurred on 6 January 2022. The sampling method used was a total sampling of Muslim juveniles in the Central Lombok Juvenile Prison. Respondents in this study amounted to 37 juveniles. The inclusion criteria include adolescents aged 12–18 years old who have committed various crimes, are serving time in juvenile prison, are Muslim, and follow the educational program in prison. Results are divided into two main objectives. First, students’ engagement level in attending education in prisons is high. Second, spiritual well-being and self-efficacy affect the level of student engagement. Those who have high spiritual well-being and self-efficacy scores have flourishing engagement. The findings of this study will impact various elements, such as the Directorate General of Corrections in the regulation of juvenile education, as well as teachers and educational staff in organizing schools for adolescents within the criminal justice system.References
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Gunuc, S., & Kuzu, A. (2015). Student Engagement Scale: Development, reliability and validity. Assessment and Evaluation in Higher Education, 40(4), 587-610. https://doi.org/10.1080/02602938.2014.938019
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Est, I., Rodr, C., Piñeiro, I., & Valle, A. (2021). School engagement, academic achievement, and self-regulated learning. Sustainability (Switzerland), 13. https://doi.org/. https:// doi.org/10.3390/su13063011
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Fisher, J. W. (2007). It's time to wake up and stem the decline in spiritual well"being in Victorian schools. International Journal Of Children's Spirituality, 12(2), 165-177. https://doi.org/10.1080/13644360701467469
Fisher, J. W. (2009). Reaching the heart: Assessing & nurturing spiritual well-being via education. University of Ballarat.
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59-109. https://doi.org/10.3102/00346543074001059
Fredricks, J. A., Blumenfeld, P., Friedel, J., & Paris, A. (2005). School engagement. In What do children need to flourish? Conceptualizing and measuring indicators of positive development school engagement (pp. 305-321). Springer. https://doi.org/10.1007/0-387-23823-9_19
George, D., & Mallery, P. (2020). IBM SPSS Statistics 26 Step by Step (A simple guide and reference). In IBM SPSS Statistics 26 Step by Step (Sixteenth). Taylor & Francis. https://doi.org/10.4324/9780429056765
Gomez, R., & Fisher, J. W. (2003). Domains of spiritual well-being and development and validation of the Spiritual Well-Being Questionnaire. Personality and Individual Differences, 35(8), 1975-1991. https://doi.org/10.1016/S0191-8869(03)00045-X
Greenway, K. A. (2006). The role of spirituality in purpose in life and academic engagement. Journal of College and Character, 7(6). https://doi.org/10.2202/1940-1639.1212
Gunuc, S., & Kuzu, A. (2015). Student Engagement Scale: Development, reliability and validity. Assessment and Evaluation in Higher Education, 40(4), 587-610. https://doi.org/10.1080/02602938.2014.938019
Hanestya, Z. A. (2021). Peran guru dalam proses pendidikan anak didik pemasyarakatan di Lembaga Pembinaan Khusus Anak (LPKA). NUSANTARA"¯: Jurnal Ilmu Pengetahuan Sosial, 8(1), 221-227.
Hilmi, I., Nugraha, A., Imaddudin, A., Kartadinata, S., Syamsu Yusuf, L. N., & Muqodas, I. (2020). Spiritual well-being among student in Muhammadiyah Islamic Boarding School in Tasikmalaya. ACM International Conference Proceeding Series. https://doi.org/10.1145/3452144.3452200
Hu, S. (2011). Reconsidering the relationship between student engagement and persistence in college. Innovative Higher Education, 36(2), 97-106. https://doi.org/10.1007/s10755-010-9158-4
Jafari, E., Reza, G., Eskandari, H., & Najafi, M. (2010). Spiritual well-being and mental health in university students. Procedia - Social and Behavioral Sciences, 5, 1477-1481. https://doi.org/10.1016/j.sbspro.2010.07.311
Kahu, E. R. (2018). Studies in higher education framing student engagement in higher education. Studies in Higher Education, 5079(January). https://doi.org/10.1080/03075079.2011.598505
Khlaif, Z. N., Salha, S., & Kouraichi, B. (2021). Emergency remote learning during Covid-19: Students engagement. Education and Information Technologies. https://doi.org/https://doi.org/10.1007/s10639-021-10566-4
Khoiriyah, L. (2019). Dinamika resiliensi pada Narapidana Remaja (Studi kasus pada anak didik di Lembaga Pembinaan Khusus Anak Klas I Blitar). In Faculty of Psychology. State Islamic University of Maulana Malik Ibrahim, Malang.
Koob, C., Schro, K., & Schmidt, N. (2021). Factors influencing study engagement during the COVID-19 pandemic"¯: A cross-sectional study among health and social professions students. PLoS ONE, 1-19. https://doi.org/10.1371/journal.pone.0255191
Kuh, G. D. (2001). Assessing what really matters to student learning inside the National Survey of Student Engagement . Change: The Magazine of Higher Learning, 33(3), 10-17. https://doi.org/10.1080/00091380109601795
Kuh, G. D. (2003). What we are learning about student engagement from NSSE: benchmarks for effective educational practices. Change: The Magazine of Higher Learning, 35(2), 24-32. https://doi.org/10.1080/00091380 309604090
Kuh, G. D., Kinzie, J., Schuh, J. H., & Whitt, E. J. (2005). Never let it rest: Lessons about student success from high-performing colleges and universities. Change: The Magazine of Higher Learning, 37(4), 44-51. https://doi.org/10.3200/CHNG. 37.4.44-51
Laili, L., & Ni'mah Suseno, M. (2016). Kesejahteraan spiritual dan burnout pada mahasiswa Pendidikan Dokter. Psikologika: Jurnal Pemikiran Dan Penlitian Psikologi, 21(2), 167-178. https://doi.org/10.20885/psikologika.vol21.iss2.art6
Lei, H., Cui, Y., & Zhou, W. (2018). Relationships between student engagement and academic achievement: A meta-analysis. Social Behavior and Personality, 46(3), 517-528. https://doi.org/10.2224/sbp.7054
Lestari, S. Y. (2018). Keterlibatan siswa di sekolah sebagai moderator antara keberfungsian keluarga dan kecanduan penggunaan Gadget [Universitas Muhammadiyah Malang]. https://eprints.umm.ac.id/40008/
Linnenbrink, E. A., & Pintrich, P. R. (2003). The role of self-efficacy beliefs in student engagement and learning. Reading & Writing Quarterly, 19(2), 119-137.
Mahfud Jufria, Norbani Binti Mohamed Nazerib, S. D. (2019). Restorative justice: An alternative process for solving juvenile crimes in Indonesia. Brawijaya Law Journal, 6(2), 157-169. https://doi.org/http://dx.doi.org/10.21776/ub.blj.2019.006.02.03
Moberg, D. O. (2010). Measuring the immeasurable. Perspectives on Sciences and Christian Faith, 62(2), 99-114.
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