Abstract
The purpose of this study is analyzed and reconfirm each item on perceived social support e.g., peers, families, and teachers on academic resilience based on online learning during COVID-19. This study uses a quantitative approach with a correlational design as a method. The sample in this study consisted of 291 cadets at Politeknik Ilmu Pelayaran (Marine Science Polytechnic) in Makassar city selected through accidental sampling. Data were analyzed using linear regression analysis with SPSS as a statistical tool. The result of this study indicates perceived social support significantly contributes to academic resilience at 71.8% (R2 = 0.718; Sig < 0.01), and 28.2% comes from outside of the study variables. Every aspect of perceived social support contributes to academic resilience. The contribution of family support by 42.4; teacher support by 16.6%, and peer support by 12.8%. The findings in the study show that family support is the support element that dominant contributes for students in the online learning during the process and gives the highest contribution to academic resilience in the online learning process. Therefore, individuals' perception of peers, family, and teachers who can provide assistance, support, and care when students experience difficulties in the academic field can increase academic resilience.
Highlights
University is a place for students to develop intellectual and aspects of personal growth such as verbal, quantitative, critical thinking, and moral reasoning skills (Papalia & Feldman, 2015)
The results of hypothesis testing were carried out through a simple linear regression test using the IBM SPSS Statistics 25 program, which aims to determine the contribution of perceived social support to academic resilience
It can be said that there is a contribution of perceived social support on academic resilience
Summary
University is a place for students to develop intellectual and aspects of personal growth such as verbal, quantitative, critical thinking, and moral reasoning skills (Papalia & Feldman, 2015). Being in a new educational environment provides opportunities for individuals to develop abilities, explore the latest strategic approach to resolve the problem, and provide opportunities for individuals to develop their cognitive aspects (Papalia & Feldman, 2015). Students feel when entering the world of college. Based on their developmental tasks, students transition from adolescence to adulthood, which occurs around 18-25 years or is in early adulthood. Based on interviews with several PIP Makassar cadets, the academic burden and demands felt as cadets tended to be heavy due to the need to balance academic and non-academic education aspects. The interview results explained that the adaptation process when entering higher education tends to be difficult due to adaptation to different learning processes when in school and adaptation to various applicable academic rules
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