Pelatihan Kebersyukuran untuk Meningkatkan Sense of School Belonging Siswa SMP

Indah Nadzifah Hayati, Budi Andayani
(Submitted 11 December 2018)
(Published 11 December 2018)


Sense of School Belonging (SoSB) is a major requirement for students to function optimally at school. This study examined the effect of gratitude training on SoSB of Junior High School students. This study used a quasi-experimental untreated control group design with dependent pretest and posttest  sample. There were 32 junior high school students participated in this study; divided into control group and experimental group. The result of the research data tested using Independent Samples t-Test showed the value of t= 3.023, (<0.05). It explained that the hypothesis is accepted, means the gratitude training can increase SoSB  junior high school students significantly.


gratitude; junior high school students; sense of school belonging


Anderman, E. M. (2002). School effects on psychological outcomes during adolescence. Journal of Educational Psychology, 94, 795 – 809.

Becker, B. E., & Luthar, S. S. (2002). Social-emotional factors affecting achievement outcomes among disadvantaged students: Closing the achievement gap. Educational Psychologist, 37(4), 197-214.

Becker, L. A. Effect size (EF). (2000).

Centers for disease control and prevention. (2009). School connectedness: Strategies for increasing protective factors among youth. Atlanta, GA: U.S. Department of Health and Human Service.

Cohen, J. (1992). A power primer. Psychological Bulletin, 112(1), 155-159.

Diebel, T. (2016). Establishing the effectiveness of a gratitude diary intervention on children's sense of school belonging. Doctoral dissertation in Educational Psychology. England: Unversity of Southampton.

Emmons, R. A., & McCullough, M. E. (2003). Counting blessings versus burdens: An Empirical investigation of gratitude and subjective well-being in daily life. Journal of Personality and Social Psychology, 84(2), 377–389. doi: 10.1037/0022-3514.84.2.377.

Froh, J. J., Sefick, W. J., & Emmons, R. A. (2008). Counting blessings in early adolescents: An experimental study of gratitude and subjective well-being. Journal of School Psychology, 46, 213-233. doi: 10.1016/j.jsp.2007.03.005.

Goodenow, C. (1993). The psychological sense of school membership amongadolescents: Scale development and educational correlates. Psychology in the schools, 30, 70-90. doi: 10.1002/1520-6807(199301)30

Hallinan, M. T. (2008). Teacher influences on students’ attachment to school. Sociology of Education, 81, 271–283. doi: 10.1177/003804070808100303.

Jose, P. E., Ryan, N., & Pryor, J. (2012). Does social connectedness promote a greater sense of well-being in adolescence over time? Journal of Research on Adolescence, 22, 235–251.

Lam, U. F., Chen, W. W., Zhang, J., & Liang, T. (2015). It feels good to learn where i belong: School belonging, academic emotions, and academic achievement in adolescents. School Psychology International, 36(4), 393–409. doi: 10.1177/0143034315589649.

Lambert, N. M., Clark, M. S., Graham, S. M., Durtschi, J. A., & Fincham, F. D. (in press). Gratitude and communal strengths. Psychological Science.

Lambert, N. M., Fincham, F. D., Graham, S. M., & Stillman, T. F. (2009). A changed perspective: How gratitude can affect sense of coherence through positive reframing. The Journal of Positive Psychology. 4(6), 461–470. doi: 10.1080/17439760903157182.

Mukhlis, A. (2015). Pelatihan kebersyukuran untuk menurunkan kecemasan menghadapi ujian nasional pada siswa SMA. Tesis tidak dipublikasikan. Universitas Gadjah Mada, Yogyakarta.

Osterman, K. F. (2000). Students’ need for belonging in the school community. Review of Educational Research, 70(3), 323-367.

Peterson, C & Seligman, M. E. P. (2004). Character, strenghts, and virtues: A handbook & classification. NewYork: Oxford University press.

Pittman, L. D., & Richmond, A. (2008). University belonging, friendship quality and psychological adjustment during the transition to college. The Journal of Experimental Education, 76, 343–361.

Shadish, W. R., Cook, T. D., & Campbell, D. T. (2002). Experimental and quasi- experimental designs for generalized causal inference. New York: Houghton Mifflin Company.

Seligman, M. E. P., Steen, T. A., Park, N., & Peterson, C. (2005). Positive psychology progress: Empirical validation of interventions. American Psychologist, 60, 410–421.

Stewart, B. E. (2008). School structural characteristics, student effort, peer associations and parental involvement. Education and Urban Society, 40, 179–200.

Thomas, M., & Watkins, P. (2003). Measuring the grateful trait: Development of the revised GRAT. Presentation to the 83rd Annual Convention of the Western Psychological Association, Vancouver, British Columbia, Canada.

Trower, P., Casey, A., and Dryden, W. (2009). Cognitive-behavioural counselling in action. London: SAGE Publications.

Uslu, F., & Gizir, S. (2016). School belonging of adolescents: The role of teacher–student relationships, peer relationships and family involvement. Educational Sciences: Theory & Practice, 16, 21‒40. doi: 10.12738/estp.2017.1.0104

Wang M., & Eccles, J. S. (2012). Social support matters: Longitudinal effects of social support on three dimensions of school engagement from middle to high school. Child Development, 83, 877-895.

Watkins, P. C., Cruz, L., Holben, H., & Kolts, R. L. (2008). Taking care of business? Grateful processing of unpleasant memories. The Journal of Positive Psychology, 3, 87–99.

Watkins, P. C. (2014). Gratitude and the good life: Toward a psychology of appreciation. New York: Springer.

Full Text: PDF

DOI: 10.22146/gamajpp.41760


  • There are currently no refbacks.

Copyright (c) 2016 Gadjah Mada Journal of Professional Psychology (GamaJPP)

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.