New Students' Self-Adjustment at Ar-Risalah Islamic Junior High School: Roles and Supporting Factors

Abstract

The purpose of this research is to determine teachers’ roles in improving students' self-adjustment and its supporting factors at Ar-Risalah Islamic Junior High School, Padang, Indonesia. This is qualitative descriptive research with data collected from teachers, students, principals, and other school officials through interview, observation, and documentation. The data collected were analyzed using reduction and triangulation processes. The result showed that the teacher had expertise as a motivator to support and trigger the student enthusiasm in adapting and learning new materials at school. Meanwhile, the inhibiting factors of the self-adjustment process were parents that have not been able to let their children go to boarding schools and teachers without psychological backgrounds, because this background are needed for better approach and intervention for children to make them enthusiasm in learning in boarding school

``Namanya juga Pesantren'': A Photovoice Study about Self-adjustment of Students in Islamic Boarding School

“…In previous research by Pranoto et al [5] highlighted the difficulties experienced by students when entering Islamic boarding schools and how the school handled them, but did not explain clearly how the students tried to deal with the challenges or difficulties they had. Meanwhile, in Hasneli et al's [6] research, students' self-adjustment was only highlighted through the eyes of teachers and caregivers and the assessment of the extent to which students had been able to adapt was also based on the views and understanding of the teachers. Other research by Wahyuni & Barus [7], which is quantitative research, can only show differences in adjustment abilities based on the gender of students without explaining the reasons why these differences occur.…”