Resilience of Adolescents from Broken-Home Families through Social Support in Character Development

E. Zarotul Faizah, Heru Susanto — Mon, 12 Oct 2026 00:00:00 +0700

This study examines how school-based social support contributes to resilience and character development among adolescents from broken-home families at SMP Negeri 1 Baros, Serang Regency, Indonesia. A qualitative phenomenological design was used to understand the lived experiences of students who faced parental separation, chronic family conflict, parental absence, or functional neglect. Twelve students served as primary informants, supported by counseling teachers, homeroom teachers, subject teachers, and peers. Data were collected from October to December 2025 through in-depth semi-structured interviews, observation, documentation, counseling records, and an initial screening process. Analysis followed Miles, Huberman, and Saldana through data condensation, display, and conclusion drawing, with open coding, axial coding, and thematic categorization. Trustworthiness was addressed through source triangulation, technique triangulation, member checking, audit trails, and thick description. The findings show that resilience was not a fixed trait but a dynamic continuum. Four informants were categorized as high resilience, five as moderate, and three as low, reflecting different combinations of emotional regulation, optimism, self-efficacy, coping, and ability to access support. School support appeared in emotional, informational, instrumental, and appraisal forms through counseling services, teacher attention, peer relationships, religious activities, routines, and extracurricular participation.

The Effect of Self-Reliance and Parental Involvement on Elementary Student Learning Outcomes in Border Areas

Armilawati, Ummu Khuzaimah — Mon, 07 Sep 2026 00:00:00 +0700

This study examines the effects of self-reliance and parental involvement on the learning outcomes of public elementary school students in the Nunukan border area. The study used a quantitative correlational design with second-grade students at SD Negeri 003 Kecamatan Nunukan as the units of analysis. Students completed the self-reliance questionnaire, parents or guardians completed the parental involvement questionnaire, and the school provided academic learning-outcome records. The analysis used descriptive statistics, instrument-quality tests, available regression diagnostics, and multiple linear regression. The results show that self-reliance has a positive coefficient direction but does not make a statistically significant partial contribution to learning outcomes. Parental involvement makes a positive and significant contribution and shows a stronger relative contribution than self-reliance. The combined model significantly predicts learning outcomes, although its explanatory power remains limited. The findings show that student independence alone does not adequately explain elementary school learning outcomes in a border-area setting. Family support, communication, learning assistance, academic monitoring, and age-appropriate opportunities for independent action need balanced implementation. Schools can strengthen family-school partnerships while developing students' self-reliance gradually in line with their developmental stage.

NIZAM: International Journal of Islamic Studies

Resilience of Adolescents from Broken-Home Families through Social Support in Character Development

The Effect of Self-Reliance and Parental Involvement on Elementary Student Learning Outcomes in Border Areas