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The role of psychological safety and belonging in classroom engagement among first-year undergraduates
Abstract
Abstrak: Tujuan penelitian ini adalah mengeksplorasi pengaruh Psychological Safety dan Sense of Belonging terhadap keaktifan mahasiswa baru Program Studi Pendidikan Administrasi Perkantoran Universitas Sebelas Maret Angkatan 2024. Data diperoleh melalui metode kuantitatif dengan teknik simple random sampling yang diterapkan pada 75 responden melalui kuesioner terstruktur dan dianalisis menggunakan teknik regresi berganda. Hasil penelitian menunjukkan bahwa Psychological Safety (t = 3,232, p = 0,002) berpengaruh positif dan signifikan terhadap keaktifan mahasiswa, yang berarti semakin tinggi rasa aman psikologis, semakin besar partisipasi mahasiswa dalam kegiatan akademik maupun nonakademik. Demikian pula, Sense of Belonging (t = 6,703, p < 0,001) secara signifikan meningkatkan keaktifan mahasiswa, menunjukkan bahwa keterikatan sosial yang lebih kuat terhadap komunitas kampus mendorong keterlibatan yang lebih aktif. Analisis simultan (F = 106,370, p < 0,001) mengonfirmasi bahwa kedua variabel tersebut secara bersama-sama memengaruhi keaktifan mahasiswa, dengan nilai R² sebesar 0,737 yang berarti 73,7% varians dapat dijelaskan oleh prediktor tersebut. Temuan ini menegaskan pentingnya lingkungan kampus yang suportif dan inklusif dalam mendorong partisipasi aktif mahasiswa. Oleh karena itu, penguatan Psychological Safety dan penumbuhan Sense of Belonging perlu diprioritaskan sebagai upaya strategis untuk meningkatkan keaktifan mahasiswa dan mengoptimalkan hasil belajar.
Kata kunci: interaksi teman sebaya; lingkungan belajar; penyesuaian mahasiswa baru; psikologi pendidikan; transisi akademik
Abstract: This study investigates the influence of Psychological Safety and Sense of Belonging on the engagement of first-year students in the Office Administration Education Program at Universitas Sebelas Maret, Cohort 2024. Using a quantitative methodology with a simple random sampling, data were obtained from 75 participants through a structured questionnaire and subsequently analyzed with multiple regression techniques. The results demonstrate that Psychological Safety (t = 3.232, p = 0.002) has a positive and significant effect on student engagement, indicating that higher levels of psychological security foster greater participation in academic and non- academic activities. Similarly, Sense of Belonging (t = 6.703, p < 0.001) significantly enhances student engagement, suggesting that stronger social attachment to the campus community increases active involvement. The simultaneous analysis (F = 106.370, p < 0.001) confirms that both variables jointly affect student engagement, with an R² value of 0.737, meaning that 73.7% of the variance is explained by these predictors. These findings highlight the crucial role of supportive and inclusive campus environments in promoting active student participation. Strengthening Psychological Safety and fostering a Sense of Belonging should therefore be prioritized as strategic efforts to enhance student engagement and optimize learning outcomes.
Keywords: academic transition; educational psychology; freshmen adjustment; learning environment; peer interaction
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