Peran Iklim Sekolah Terhadap Self-Directed Learning Pada Siswa Di Indonesia Berdasarkan Data PISA 2022

Abstract

This study aims to explore the influence of school climate on self-directed learning (SDL) among Indonesian students using data from the 2022 Programme for International Student Assessment (PISA). School climate is measured through four indicators: sense of belonging, being bullied, feeling safe, and school safety risk. The sample consists of 13,439 students selected through two-stage stratified sampling. Data were analyzed using multiple regression. The results of the analysis indicate that all four indicators simultaneously have a significant effect on SDL (R² = 0.029; p < 0.001), with the model explaining 2.9% of the variance in SDL. Partially, sense of belonging (β = 0.106; p < 0.001) and feeling safe (β = 0.094; p < 0.001) had a significant positive effect. Meanwhile, being bullied (β = 0.006; p = 0.424) and school safety risk (β = -0.013; p = 0.288) did not show significant effects. These findings emphasize the importance of creating a school environment that supports belonging and safety to enhance students' learning autonomy.