Dari Asing Menjadi Akrab: Makna Dukungan Teman Sebaya bagi Mahasiswa Rantau
DOI:
https://doi.org/10.26740/cjpp.v12n03.p1081-1090Keywords:
Dukungan teman sebaya, mahasiswa rantau, kesejahteraan psikologis, adaptasi sosial, fenomenologiAbstract
Mahasiswa rantau dihadapkan pada berbagai tantangan psikososial seperti kesepian, tekanan adaptasi, dan stres akademik akibat hidup jauh dari keluarga, sehingga dukungan teman sebaya menjadi sumber bantuan yang penting dalam proses penyesuaian diri. Penelitian ini bertujuan untuk memahami secara mendalam pengalaman mahasiswa rantau dalam menerima, membentuk, dan memaknai dukungan teman sebaya selama menjalani kehidupan perkuliahan. Metode yang digunakan adalah pendekatan kualitatif dengan desain fenomenologis berbasis teori Dukungan Sosial Cohen dan Wills (1985). Partisipan terdiri dari tiga mahasiswa rantau yang dipilih melalui purposive sampling, dan data dikumpulkan melalui wawancara mendalam semi-terstruktur kemudian dianalisis menggunakan Interpretative Phenomenological Analysis (IPA). Hasil penelitian menunjukkan bahwa dukungan teman sebaya hadir dalam bentuk dukungan emosional berupa empati dan pendampingan, dukungan instrumental yang mempermudah kebutuhan sehari-hari, serta dukungan informasional dan penghargaan yang meningkatkan kepercayaan diri. Temuan juga menunjukkan bahwa dukungan tersebut memunculkan rasa memiliki, memperkuat identitas diri, dan membantu mahasiswa mengatasi stres, kesepian, serta proses adaptasi sosial. Penelitian ini menyimpulkan bahwa dukungan teman sebaya memiliki peran signifikan dalam membentuk kesejahteraan psikologis dan keberhasilan adaptasi mahasiswa rantau, serta menegaskan pentingnya pengembangan program peer support dalam lingkungan kampus.
Abstract
Inter-university students face various psychosocial challenges such as loneliness, adaptation pressure, and academic stress due to living far from family, making peer support an important source of assistance in the adjustment process. This study aims to understand in-depth the experiences of inter-university students in receiving, forming, and interpreting peer support during their college life. The method used is a qualitative approach with a phenomenological design based on Cohen and Wills' (1985) Social Support Theory. Participants consisted of three inter-university students selected through purposive sampling, and data were collected through in-depth semi-structured interviews and then analyzed using Interpretative Phenomenological Analysis (IPA). The results show that peer support comes in the form of emotional support in the form of empathy and mentoring, instrumental support that facilitates daily needs, and informational support and appreciation that increase self-confidence. The findings also indicate that this support creates a sense of belonging, strengthens self-identity, and helps students cope with stress, loneliness, and the social adaptation process. This study concludes that peer support plays a significant role in shaping the psychological well-being and successful adaptation of inter-university students, and emphasizes the importance of developing peer support programs within the campus environment.
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