Self-Compassion and Cultural Values Among Secondary School Students in Java: A Cross-Sectional Survey

Authors

  • Imam Setyo Nugroho Universitas Tunas Pembangunan Surakarta
  • Mayang T. Afriwilda Universitas Bengkulu

DOI:

https://doi.org/10.47750/pegegog.14.03.25

Keywords:

Self-compassion, java student, Cultural Values

Abstract

Self-compassion is defined as a form of caring for yourself when facing various problems that occur in life and having the belief that failure, mistakes, suffering, and deficiencies are part of life. This article aims to explore the level of self-compassion, gender differences, age differences on the level of self-compassion of students with Javanese ethnic background. The research method used was a survey with a cross-sectional survey design involving 561 high school students consisting of 278 boys and 283 girls, selected using a random sampling technique. The research data collection instrument used the compassion scale. The data analysis techniques used were descriptive analysis, t-test and Anova test. The results of the study prove that high school students with a Javanese ethnic background have a level of self-compassion in the medium category and tend to be low. Furthermore, this study found that in terms of gender differences, male students had a lower level of self-compassion than female students. Judging from each indicator of self-compassion on gender, the indicators of kindness and common humanity have significant differences, while the indicators of mindfulness and indifference have insignificant differences. Furthermore, the age difference shows that there is no significant difference between students aged 14, 15, 16, 17 in the level of self-compassion, but the older they get, the higher the level of self-compassion that students have. Further discussion is discussed in this article.

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Published

2024-04-05

How to Cite

Nugroho, I. S., & Afriwilda, M. T. (2024). Self-Compassion and Cultural Values Among Secondary School Students in Java: A Cross-Sectional Survey. Pegem Journal of Education and Instruction, 14(3), 266–275. https://doi.org/10.47750/pegegog.14.03.25