Affirmation Education Program: Bridging the Gap between Inclusion and Integration for Migrant Students
Abstract
Migrant students face unique challenges and obstacles in their educational journey, particularly in terms of social support and overall well-being. This study aims to examine the relationship between social support and the well-being of migrant students participating in the Affirmation of Education Program (ADik) in Papua and the 3T Regions. Using a quantitative approach, data was collected from a sample of 34 active students through surveys and in-depth interviews. The study employed non-probability sampling, ensuring equal opportunity for 66 eligible students. The collected data was analyzed using SPSS, and the instrument's reliability and validity were established through pretesting. The results indicated that migrant students' well-being scores were particularly low in the area of mental well-being. Regression tests revealed that emotional support, network support, and informational support significantly influenced student well-being, while reward support and instrumental support showed no effect. Additionally, the network of religious groups and student diversity were found to play a role in determining student welfare. These findings underscore the importance of social support interventions targeting emotional support, networking, and information to enhance the well-being of migrant students in the ADik program in Papua and the 3T regions. Future programs and policies should prioritize the development of these aspects to improve the overall welfare of migrant students. This study contributes to our understanding of the challenges faced by migrant students and emphasizes the need for inclusive educational initiatives that address their social support needs and promote their well-being
Downloads
References
Abdel-khalek, A. M., & Lester, D. (2017). The association between religiosity , generalized self-ef fi cacy, mental health , and happiness in Arab college students. Personality and Individual Differences, 109, 12–16. https://doi.org/10.1016/j.paid.2016.12.010
Ahmad, A. U., & Balakrishnan, P. S. J. (2021). A study of multicollinearity detection and rectification under missing values. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 12(1S), 399–418. https://doi.org/10.17762/turcomat.v12i1s.1880
Alghamdi, H., & Otte, S. (2016). The challenges and benefits of study abroad. International Journal of Humanities and Social Science, 6(5), 16–22.
Aprianti, I. (2012). Hubungan antara perceived social support dan psychological well-being pada mahasiswa perantau tahun pertama di Universitas Indonesia. (Skripsi, Universitas Indonesia). Http://Lib. Ui. Ac. Id/File.
Babbie, E. R. (2020). The practice of social research. Cengage learning.
Barron, P., & Anastasiadou, C. (2009). Student part‐time employment: implications, challenges and opportunities for higher education. International Journal of Contemporary Hospitality Management.
Cohen, A. B., & Johnson, K. A. (2017). The relation between religion and well-being. Applied Research in Quality of Life, 12, 533–547.
Conner, T. W., & Rabovsky, T. M. (2011). Accountability, affordability, access: A review of the recent trends in higher education policy research. Policy Studies Journal, 39, 93–112.
Daoud, J. I. (2017). Multicollinearity and Regression Analysis. Journal of Physics: Conference Series PAPER, 949(0), 1–7. https://doi.org/10.1088/1742-6596/949/1/012009
Daulay, N., Darmayanti, N., Chita, A., Harahap, P., Wahyuni, S., Mirza, R., Dewi, S. S., Hardjo, S., Indrawan, Y. F., Aisyah, S., Harahap, D. P., & Munisa, M. (2022). Religiosity as moderator of stress and well-being among muslim students during the pandemic in Indonesia. Islamic Guidance and Counseling Journal, 5(2), 89–102. https://doi.org/https://doi.org/10.25217/igcj.v5i2.2696
Demaray, M. K., Malecki, C. K., Davidson, L. M., Hodgson, K. K., & Rebus, P. J. (2005). The relationship between social support and student adjustment: A longitudinal analysis. Psychology in the Schools, 42(7), 691–706.
Fraillon, J. (2004). Measuring student well-being in the context of Australian schooling: Discussion paper. ACEResearch
Govaris, C., Chouvati, R., Kassis, W., Sidler, P., Janousch, C., & Ertanir, B. (2021). Identification and comparison of school well-being patterns of migrant and native lower secondary-school students in Greece and Switzerland: A multigroup latent profile analysis approach. International Journal of Educational Research.
Kogan, I., Fong, E., & Reitz, J. G. (2019). Religion and integration among immigrant and minority youth. Journal of Ethnic and Migration Studies, 0(0), 1–16. https://doi.org/10.1080/1369183X.2019.1620408
Kusek, W. A. (2015). Evaluating the struggles with international students and local community participation. Journal of International Students, 5(2), 121–131.
Lee, V. E., Smith, J. B., Perry, T. E., & Smylie, M. A. (1999). Social support, academic press, and student achievement: A view from the middle grades in Chicago. Improving Chicago's Schools. A Report. Chicago Annenberg Research Project.
Li, J. Q., Liu, X., Wei, T., & Lan, W. (2013). Acculturation, internet use, and psychological well-being among Chinese international students. Journal of International Students, 3(2), 155–166.
Lin, X. (2016). Barriers and challenges of female adult students enrolled in higher education: A literature review. Higher Education Studies, 6(2), 119–126.
Malik, F. I. A. A. O. T. (2022). Interaksi mahasiswa papua di Universitas Negeri Makassar (Studi pada penerima beasiswa adik afirmasi). Pinisi Journal Of Sociology Education Review, 2(1), 46–52.
Maslihah, S. (2011). Studi tentang hubungan dukungan sosial, penyesuaian sosial di lingkungan sekolah dan prestasi akademik siswa SMPIT Assyfa Boarding School Subang Jawa Barat. Jurnal Psikologi Undip, 10(2).
Maulida, A. (2012). Gambaran tingkat depresi pada mahasiswa program sarjana yang melakukan konseling di badan konseling mahasiswa Universitas Indonesia. Universitas Indonesia.
Mohammad, G. S. (2020). Estimate accuracy of the sample determination coefficient R2 and R2 for The multiple regression models. North, 55(1), 3–5.
Muslihah, E. (2011). Ilmu pendidikan Islam. Diadit Media.
Newman, B. D. B., California, S., & Graham, J. (2018). Religion and Well-being Abstract : Doxis (Handbook of well-being (ed.); In E. Dien). UT: DEF Publishers.
Ng, E., & Fisher, A. T. (2013). Understanding well-being in multi-levels : A review. health, culture and society, 5(1), 308–323. https://doi.org/10.5195/hcs.2013.142
Ni’matuzahroh, & Syakarofath, N. A. (2019). Identification of implementing secondary education affirmation program (ADEM) in education board region at East Java province. 304(Acpch 2018), 481–487. https://doi.org/10.2991/acpch-18.2019.111
Nirmala, I. (2017). Statistik pendidikan tinggi tahun 2017. Kemenristekdikti
O’Reilly, A., Hickey, T., & Ryan, D. (2015). The experiences of American international students in a large Irish university. Journal of International Students, 5(1), 86–98.
OCDBS. Mental Health Strategy. Ottawa-Carleton District School Board. https://cdnsm5-ss13.sharpschool.com/UserFiles/Servers/Server_55394/File/Our%20Schools/Mental%20Health/OCDSB_Mental_Health_Strategy.pdf
Puslapdik Kemendikbud, (2022). Laporan kinerja 2021. Kemendikbud. https://puslapdik.kemdikbud.go.id/mengenal- lebih-jauh-tentang-beasiswa-adik/
Puslapdik Kemendikbud. (2021). Buku pedoman pendaftaran afirmasi pendidikan tinggi (ADIK). In P. L. P. Pendidikan (Ed.), Afirmasi pendidikan Tinggi (ADik). Kementerian Pendidikan dan Kebudayaan 2021.
Romerhausen, N. J. (2013). Strategies to enhance student success: A discourse analysis of academic advice in international student handbooks. Journal of International Students, 3(2), 129–139.
Schaefer, C., Coyne, J. C., & Lazarus, R. S. (1981). The health-related functions of social support. Journal of behavioral medicine, 4(4), 381-406.
Shrestha, N. (2020). Detecting Multicollinearity in regression analysis. American Journal of Applied Mathematics and Statistics, 8(2), 39–42. https://doi.org/10.12691/ajams-8-2-1
Singh, M. K. M. (2019). International graduate students’ academic writing practices in Malaysia: Challenges and solutions. Journal of International Students, 5(1), 12–22.
Stewart, T., & Suldo, S. (2011). Relationships between social support sources and early adolescents’ mental health: The moderating effect of student achievement level. Psychology in the Schools, 48(10), 1016–1033.
Sullivan, C., & Kashubeck-West, S. (2015). The interplay of international students’ acculturative stress, social support, and acculturation modes. Journal of International Students, 5(1), 1–11.
Talamati, B. P. (2012). Hubungan antara trait kepribadian neuroticism dan psychological well-being pada mahasiswa tingkat akhir Universitas Indonesia.. [Thesis, Universitas Indonesia] Http://Lib. Ui. Ac. Id/File.
Tiliouine, H., & Belgoumidi, A. (2009). An exploratory study of religiosity, meaning in life and subjective wellbeing in Muslim students from Algeria. Applied Research in Quality of Life, 4, 109–127.
Trevarthen, C., Panksepp, J., Bentzen, M., Lakoseljac-Andreasen, C., Rubin, P. B., Winstead, M., ... & Booth, P. (2016). Inclusion, play and empathy: neuroaffective development in children's groups. Jessica Kingsley Publishers.
Uchida, Y., Kitayama, S., Mesquita, B., & Reyes, J. A. (2008). Is perceived emotional support beneficial? well-being and health in independent and interdependent cultures. Personality and Social Psychology Bulletin, June, 741–754. https://doi.org/10.1177/0146167208315157
Van Ryzin, M. J., & Roseth, C. J. (2021). The cascading effects of reducing student stress: cooperative learning as a means to reduce emotional problems and promote academic engagement. The Journal of Early Adolescence, 41(5), 700–724.
Zavatkay, D. (2015). Social support and community college student academic persistence. Northwestern Connecticut Community College
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
