Children spend most of their waking time in school; therefore, experiences in school are a major domain in their life. Aside from academic achievement as one of indicator of school effectiveness, students’ affective statuses, such as school satisfaction and emotions, need to be given more attention by parents and educators because its impact on students’ social emotional development. There is a paradoxical finding from the research that while there is no problem in achieving academic achievement, many students report dissatisfaction with their school or learning experience. Hence, it is important to explore how students experience their school. In this study, how primary school students in Jakarta-Indonesia feel and think about school are explored through students’ written stories or drawings and focus group interviews. As the subjects of education who have rights to be heard, students’ voices can be a communicative power to highlight the realities of life in classrooms and schools. Students’ perspectives on their learning environments reflect how they construct the meaning of their school experience. Emerging themes of this study are used to identify what factors of the learning environments impact on students’ school satisfaction and emotions in school. The result of this study shows that psychosocial school environment is a pivotal aspect that influences students’ feelings and emotions in school. Different perspectives of students across the schools are valuable information in providing them with a better learning environment. Keywords: emotions, learning environment, school satisfaction, students’ voice.
Deasyanti Adil, Charles Darwin University, Australia
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