Differences in Elementary School Students' Resilience Levels Based on Types of Extracurricular Activities

Myrna Apriany Lestari; M. Solehuddin; Yusi Riksa Yustiana; Ipah Saripah

doi:10.58421/gehu.v5i2.1209

DOI:

https://doi.org/10.58421/gehu.v5i2.1209

Authors

Myrna Apriany Lestari Universitas Pendidikan Indonesia
M. Solehuddin Universitas Pendidikan Indonesia
Yusi Riksa Yustiana Universitas Pendidikan Indonesia
Ipah Saripah Universitas Pendidikan Indonesia

Keywords:

Student Resilience, Extracurricular Activities, Elementary School, Positive Youth Development, Character Building

Abstract

Elementary school students face increasing psychosocial and academic pressures, yet the role of extracurricular activities in shaping their resilience remains underexplored, particularly in the Indonesian primary education context. This study aims to analyze differences in resilience levels among elementary school students based on the types of extracurricular activities they participate in. A quantitative cross-sectional survey design was employed involving 114 fourth-to-sixth-grade students from six private elementary schools in Kuningan Regency, selected through stratified random sampling. Data were collected using a resilience questionnaire grounded in seven adaptive skill aspects and analyzed using descriptive statistics, cross-tabulations, Pearson’s Chi-Square test, and Monte Carlo simulation, with relationship strength measured using Cramér’s V coefficient. Results showed that the majority of students fell in the moderate resilience category, but significant differences existed across extracurricular activity types. Science and sports activities showed a greater proportion of high resilience compared to arts, religious, English, and scouting activities. The difference was statistically significant (p < 0.05) with a medium-to-large effect size (Cramér’s V = 0.416). These findings confirm that not all extracurricular activities contribute equally to resilience development. This research enriches Positive Youth Development studies by providing comparative quantitative evidence in Indonesian primary education and highlights the importance of designing evidence-based extracurricular programs that integrate social-emotional skills development.

Downloads

Download data is not yet available.

References

D. C. Dese, A. Huwae, and P. A. P. Nugraha, “Effect of physical activity based on traditional games on the psychological well-being of elementary school children,” Jurnal Maenpo: Jurnal Pendidikan Jasmani Kesehatan dan Rekreasi, vol. 13, no. 1, pp. 36–46, 2023.

Z. Wang, M. S. Nistor, and S. W. Pickl, “Analysis of the Definitions of Resilience,” IFAC-PapersOnLine, vol. 50, no. 1, pp. 10649–10657, 2017, doi: 10.1016/j.ifacol.2017.08.1756.

A. S. Masten, “Global perspectives on resilience in children and youth,” Child Dev., 2014, doi: 10.1111/cdev.12205.

A. Reivich, K & Shatte, The Resilience Factor; 7 Essential Skill For Overcoming Life’s Inevitable Obstacle. New York: Broadway Books, 2002.

X. Zhang, Y. Wang, and L. Chen, “The impact of physical activity and social-emotional learning on psychological well-being and resilience in school-age children: A systematic review.,” Journal of School Health, vol. 95, no. 2, pp. 156–168, 2025.

S. M. Zolkoski and L. M. Bullock, “Resilience in children and youth: A review,” Child. Youth Serv. Rev., vol. 34, no. 12, pp. 2295–2303, 2012.

U. Bronfenbrenner, The ecology of human development: Experiments by nature and design. Harvard University Press, 1979.

M. Raniti, D. Rakesh, G. C. Patton, and S. M. Sawyer, “The role of school connectedness in the prevention of youth depression and anxiety: a systematic review with youth consultation,” BMC Public Health, vol. 22, no. 1, Dec. 2022, doi: 10.1186/s12889-022-14364-6.

D. Diggs, E. Deniz, and U. Toseeb, “School connectedness as a protective factor between childhood adversity and adolescent mental health outcomes,” Dev. Psychopathol., vol. 37, no. 3, pp. 1355–1373, Aug. 2025, doi: 10.1017/S0954579424001184.

J. Fritz, A. M. De Graaff, H. Caisley, and ..., “A systematic review of amenable resilience factors that moderate and/or mediate the relationship between childhood adversity and mental health in young …,” 2018, frontiersin.org. doi: 10.3389/fpsyt.2018.00230.

K. B. Artati and E. Wahyuni, “Gambaran Kesejahteraan Psikologis Siswa Kelas Besar Sekolah Dasar dan Implikasinya Terhadap Program,” vol. 9, no. 2, pp. 953–970, 2025, doi: 10.31316/g-couns.v9i2.7044.

R. F. Catalano, M. L. Berglund, J. A. M. Ryan, H. S. Lonczak, and J. D. Hawkins, “Positive youth development in the United States: Research findings on evaluations of positive youth development programs,” Ann. Am. Acad. Pol. Soc. Sci., vol. 591, no. 1, pp. 98–124, 2004.

U.S. Department of Health & Human Services., “Positive youth development.” Accessed: Jan. 23, 2026. [Online]. Available: https://youth.gov/youth-topics/positive-youth-development

K. Opstoel et al., “Personal and social development in physical education and sports: A review study.,” Eur. Phy. Educ. Rev., vol. 26, no. 4, pp. 797–813, 2020.

Search Institute., “Developmental assets framework,” https://searchinstitute.org/developmental-assets/.

K. A. Madsen, K. A. Hicks, and H. Thompson, “Physical activity and positive youth development: Impact of a school-based program,” Journal of School Health, vol. 81, no. 8, pp. 462–470, 2011.

B. P. Godor, “Cultivating Resilience in Youth: Assessing the Psychological Benefits of Sport-Based Development Programs Original Research,” 2025. [Online]. Available: www.jsfd.org

A. Rahmanto, “Pendidikan Karakter dalam Kegiatan Ekstrakurikuler di Sekolah Dasar. SENDIKA: Seminar Pendidikan, II, 214–219. http://seminar.uad.ac.id/index.php/sendika/article/view/1129tan Ekstrakurikuler di Sekolah D,” SENDIKA: Seminar Pendidikan, vol. II, pp. 214–219, 2020, [Online]. Available: http://seminar.uad.ac.id/index.php/sendika/article/view/1129

P. D. Rasmussen, O. J. Storebø, and ..., “Attachment as a core feature of resilience: A systematic review and meta-analysis,” Psychological …, 2019, doi: 10.1177/0033294118785577.

T. Hu, D. Zhang, and J. Wang, “A meta-analysis of the trait resilience and mental health,” Pers. Individ. Dif., vol. 76, no. April, pp. 18–27, 2015, doi: 10.1016/j.paid.2014.11.039.

J. W. Creswell and J. D. Creswell, Research design: Qualitative, quantitative, and mixed methods approaches, 5th ed. SAGE Publications, 2018.

A. Field, Discovering statistics using IBM SPSS Statistics, 5th ed. SAGE Publications, 2018.

D. R. Cooper and P. S. Schindler, Business Research Methods, 12th ed. New York: McGraw-Hill/Irwin, 2014.

K. Cohen, L., Manion, L.; Morrison, Research methods in education, 8th ed. Routledge, 2018.

L. E. Berk, Development Through the Lifespan, 8th ed. Boston: Pearson, 2022.

W. G. Cochran, Sampling Techniques, 3rd ed. New York, NY, USA: Wiley, 1977.

R. L. Berger and G. Casella, Statistical Inference, 2nd ed. Pacific Grove, CA, USA: Duxbury, 2002.

N. R. Hinkle, W. Wiersma, and S. G. Jurs, Applied Statistics for the Behavioral Sciences, 5th ed. Boston, MA, USA: Houghton Mifflin, 2003.

B. Agresti, Categorical Data Analysis, 3rd ed. Hoboken, NJ, USA: Wiley, 2013.

L. J. Cronbach, “‘Coefficient alpha and the internal structure of tests,’” Psychometrika, vol. 16, no. 3, pp. 297–334, 1951.

J. Cohen, Statistical Power Analysis for the Behavioral Sciences, 2nd ed. Hillsdale, NJ, USA: Erlbaum, 1988.

American Psychological Association, Publication Manual of the American Psychological Association, 7th ed. Washington, DC: American Psychological Association, 2020.

J. Cohen, Statistical power analysis for the behavioral sciences, 2nd ed. Lawrence Erlbaum Associates., 1988.

U. Bronfenbrenner, The ecology of human development: Experiments by nature and design. Harvard University Press, 1979.

Differences in Elementary School Students' Resilience Levels Based on Types of Extracurricular Activities

DOI:

Authors

Keywords:

Abstract

Downloads

References

Downloads

Additional Files

Published

How to Cite

Issue

Section

License

sidebar

Contact Us

Visitor Statistics