An analysis of adolescents´ identity positioning as learners in Sukma Bangsa Pidie School
Nurhayati; Ratna Sari Dewi (2017)
Ratna Sari Dewi
Master's Degree Programme in Teacher Education
Kasvatustieteiden tiedekunta - Faculty of Education
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The purpose of this research was to explore how adolescents performed towards their identity as learners in Sukma Bangsa Pidie (SBP) School through a phenomenographic approach. More specifically, the study aimed to understand the way adolescents construct their learning identity, to see their awareness level as learners, and to know their different ways of experiencing their positions as learners in a school environment. The participants in this study were 15 students (8 females and 7 males) from SBP School in the 11th grade of senior high school level, their teachers, and parents. This research was conducted from 10 August 2016 to 11 October 2016 in SBP School. The investigation was done in this school because it has both boarding and non-boarding students. The data gathered for this study were obtained from naturalistic observation, audio/video-recording of events (observation) and interviews, focus-group discussion (FGD), self-report, peer observation, and supporting documents (i.e. mid-test report). To get data triangulation in order to support student participants interviews, this study also interviewed their base class teacher, subject teachers, dormitory teacher, vice principal of student affairs, school principal, and some representative parents. The findings indicated that there were variations in the way adolescents experienced their learning identity, and later might encourage them to achieve different degrees of motivation, self-perceptions (includes self-efficacy, self-concept, and self-esteem), autonomy, and self-development towards their identity as learners. In this study, SBP School s students demonstrated a high level of self-efficacy and self-development, an average level of self-esteem and autonomy, and close to an average level of self-concept and motivation in constructing their identity as learners. The other results also validated the different levels of adolescents awareness in perceiving their sense of identity as learners, which were survival, establishing stability, approval, and loving to learn. The students of SBP School disclosed that the highest accomplishment of their experiences was in showing their confidence towards learning attitude, whereas the lowest one was in adult attachment or influences. Furthermore, the findings exhibited the different ways of adolescents perceived their positions as learners, whereby students with low levels of motivation and self-perceptions must unconditionally be scaffolded by both teachers (at school) and parents (at home). Adult attachment therefore may become more important to moderate students who have either low willingness to study or low self-conception, in order to reconstruct their learning identity. This study ultimately confirmed that there was a reciprocal relationship between learner identity and learner awareness and further supported the integrated effects on both learner autonomy and cognitive ability. The researchers then recommend that future research should investigate the association of learner identity with academic attitudes as well as learner identity with academic and social achievements, both qualitatively and quantitatively. In addition, this research may give new references in similar research contexts for professional groups and worldwide educational systems.