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Students’ well-being development in the classroom: a mixed-method study

International Journal of Evaluation and Research in Education (IJERE) · Vol. 13 No. 3 (2024) · hlm. 1666–1672

DOI
10.11591/ijere.v13i3.27145
ISSN
2620-5440, 2252-8822
Terbit
2024-06-01
Penerbit
Institute of Advanced Engineering and Science
Bahasa
eng
Lisensi
creativecommons.org/licenses/by-nc/4.0

Abstrak

Students’ well-being is a fundamental goal in education. The school has a strategic role in developing students’ well-being. This study elaborates on teachers’ classroom activities to develop students’ well-being. The research employed a mixed-method sequential explanatory approach. There were 1,100 students from 11 junior high schools in East Java Province, Indonesia, provided quantitative data. Four teachers provided qualitative data. Descriptive and regression analysis techniques were used for analyzing quantitative data, while thematic analysis was used for analyzing qualitative data. The results show that the hypothesis is accepted. It means that classroom climate affects students’ well-being. The findings also showed four teacher strategies for developing students’ well-being, namely: creating harmonious relationships with students, developing student potential, helping students with difficulties, and creating rules to make students comfortable being in school. The ability of teachers to manage learning in the classroom affects the high level of students’ well-being. The results have implications for the development of students’ well-being through positive teachers teaching.

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  • UIN Sunan Ampel Surabaya
  • Institut Agama Islam Ngawi
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Muslich HidayatAfiliasi tidak diketahui9
Samsul KamalAfiliasi tidak diketahui5
Nurdin AminAfiliasi tidak diketahui5
Retno MangestutiAfiliasi tidak diketahui5
Rizky AhadiAfiliasi tidak diketahui3
Mohamad MuspawiAfiliasi tidak diketahui2
Kurniawati KurniawatiAfiliasi tidak diketahui2
Fuad NashoriAfiliasi tidak diketahui2
Lenny GannikaAfiliasi tidak diketahui2
Anita WahidahInstitut Agama Islam Ngawi1
Muhammad ThohirUIN Sunan Ampel Surabaya1
Andi Samsu AlamAfiliasi tidak diketahui1
Irwan TaslimAfiliasi tidak diketahui1
Jaka BudimanAfiliasi tidak diketahui1
Dedy Rahmad SitinjakAfiliasi tidak diketahui1
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Sumber metadata: OAI-PMH (metadata jurnal) http://ijere.iaescore.com/index.php/IJERE/oai, pertama di-harvest 8 Nov 2026, terakhir terlihat 8 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en-US">Students’ well-being development in the classroom: a mixed-method study</dc:title>
	<dc:creator>Aziz, Rahmat</dc:creator>
	<dc:creator>Mulyadi, Mulyadi</dc:creator>
	<dc:creator>Hadi, Muhammad Samsul</dc:creator>
	<dc:creator>Wahyuni, Esa Nur</dc:creator>
	<dc:creator>Rubaidi, Rubaidi</dc:creator>
	<dc:subject xml:lang="en-US">Classroom practice; Mixed-method approach; Positive teaching; Sequential explanatory models; Students’ well-being</dc:subject>
	<dc:description xml:lang="en-US">Students’ well-being is a fundamental goal in education. The school has a strategic role in developing students’ well-being. This study elaborates on teachers’ classroom activities to develop students’ well-being. The research employed a mixed-method sequential explanatory approach. There were 1,100 students from 11 junior high schools in East Java Province, Indonesia, provided quantitative data. Four teachers provided qualitative data. Descriptive and regression analysis techniques were used for analyzing quantitative data, while thematic analysis was used for analyzing qualitative data. The results show that the hypothesis is accepted. It means that classroom climate affects students’ well-being. The findings also showed four teacher strategies for developing students’ well-being, namely: creating harmonious relationships with students, developing student potential, helping students with difficulties, and creating rules to make students comfortable being in school. The ability of teachers to manage learning in the classroom affects the high level of students’ well-being. The results have implications for the development of students’ well-being through positive teachers teaching.</dc:description>
	<dc:publisher xml:lang="en-US">Institute of Advanced Engineering and Science</dc:publisher>
	<dc:contributor xml:lang="en-US"></dc:contributor>
	<dc:date>2024-06-01</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
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	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://ijere.iaescore.com/index.php/IJERE/article/view/27145</dc:identifier>
	<dc:identifier>10.11591/ijere.v13i3.27145</dc:identifier>
	<dc:source xml:lang="en-US">International Journal of Evaluation and Research in Education (IJERE); Vol 13, No 3: June 2024; 1666-1672</dc:source>
	<dc:source>2620-5440</dc:source>
	<dc:source>2252-8822</dc:source>
	<dc:source>10.11591/ijere.v13i3</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://ijere.iaescore.com/index.php/IJERE/article/view/27145/13917</dc:relation>
	<dc:rights xml:lang="en-US">Copyright (c) 2024 Institute of Advanced Engineering and Science</dc:rights>
	<dc:rights xml:lang="en-US">http://creativecommons.org/licenses/by-nc/4.0</dc:rights>
</oai_dc:dc>