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All Journal Indonesian Journal of Multidisciplinary Sciences Educate : Journal of Education and Learning Journal of Psychology and Humans
Chintia Viranda
Universitas Islam Negeri Raden Fatah Palembang
Religion Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Neuroscience Physics Public Health Social Sciences

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Pelatihan Peningkatan Empati Dan Keterampilan Komunikasi Interpersonal Pada Mahasiswa Eka Putri Mareta; Purnamawati; Mei Dewi Purwanti; Shendy Aulia; Firli Firmansya; Chintia Viranda
Journal of Psychology and Humans Vol. 2 No. 1 (2026): Journal of Psychology and Humans
Publisher : CV. Cendekiawan Muda Sriwijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70656/jopah.v2i1.733

Abstract

Komunikasi interpersonal dan empati merupakan kompetensi penting yang harus dimiliki mahasiswa psikologi untuk mendukung interaksi akademik maupun praktik profesional di masa depan. Namun, mahasiswa semester awal masih banyak mengalami kesulitan dalam mendengarkan secara aktif, memahami perspektif orang lain, menyampaikan pendapat secara efektif, serta membangun hubungan interpersonal yang sehat. Penelitian ini bertujuan untuk mengetahui efektivitas pelatihan peningkatan empati dan keterampilan komunikasi interpersonal pada mahasiswa semester II Program Studi Psikologi Islam UIN Raden Fatah Palembang. Penelitian menggunakan pendekatan kuantitatif dengan desain pre-experimental berupa one group pretest-posttest design. Partisipan penelitian berjumlah 35 mahasiswa yang dipilih menggunakan teknik purposive sampling. Pengumpulan data dilakukan menggunakan skala empati dan komunikasi interpersonal yang diberikan sebelum dan sesudah pelatihan. Pelatihan dilaksanakan melalui metode ceramah, diskusi, active listening, simulasi, dan role play. Analisis data dilakukan menggunakan statistik deskriptif dan uji paired sample t-test. Hasil penelitian menunjukkan adanya peningkatan rata-rata skor pre-test sebesar 69,47 menjadi 74,63 pada post-test. Hasil uji paired sample t-test menunjukkan nilai signifikansi sebesar 0,000 (p < 0,05), yang berarti terdapat perbedaan signifikan antara skor sebelum dan sesudah pelatihan. Temuan ini menunjukkan bahwa pelatihan peningkatan empati dan keterampilan komunikasi interpersonal efektif dalam meningkatkan kemampuan interpersonal mahasiswa. Dengan demikian, pelatihan ini dapat menjadi salah satu alternatif program pengembangan kompetensi sosial dan interpersonal mahasiswa di perguruan tinggi.
Peran Dukungan Sosial Dengan Kompetensi Interpersonal Pada Mahasiswa Siti Rahmi Qadriyah; Nuristighfari Masri Khaerani; Melisa Paulina; Cholila Shinta Jatisari; Chintia Viranda; Nisa Praditya
Indonesian Journal of Multidisciplinary Sciences (IJoMS) Vol. 4 No. 2 (2025): Indonesian Journal of Multidisciplinary Sciences (IJoMS)
Publisher : CV. Era Digital Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59066/ijoms.v4i2.2603

Abstract

In this era of globalization, students are required to have competence in developing themselves. This study aims to test whether there is an effect of social support on interpersonal competence in students. Sampling in this study used quota sampling (non-probability sampling) and obtained a sample of 114 students at the Higher Education D.I. Yogyakarta. Data collection techniques using a questionnaire. The reliability of this research instrument uses Cronbach alpha. The interpersonal competency scale consists of 25 items (α= 0.891) and the social support scale consists of 32 items (α= 0.951). The measuring instrument consists of an interpersonal competency scale and a social support scale. Data analysis used linear regression with the help of the SPSS version 21 program. The results showed that there was an influence of social support on interpersonal competence in students. The effective contribution of social support to predict interpersonal competence in students is 15.8% and the remaining 84.2% is influenced by other factors not examined in this study.
Pengaruh Framing Niat Terhadap Persistensi Dalam Mengerjakan Tugas Sulit Pada Mahasiswa Psikologi UIN Raden Fatah Palembang Chintia Viranda; Lili Yanti, Zahwa; Rediansyah; Reisha Pratishifa; Diva Mulyafajri; Putri Deah; Sherly Oktavia
Indonesian Journal of Multidisciplinary Sciences (IJoMS) Vol. 4 No. 2 (2025): Indonesian Journal of Multidisciplinary Sciences (IJoMS)
Publisher : CV. Era Digital Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59066/ijoms.v4i2.2615

Abstract

This study aimed to determine the effect of intention framing on students' persistence in completing difficult tasks. Persistence is defined as an individual's ability to maintain effort and continue working on a task despite encountering obstacles and challenges. This study employed an experimental method using a Posttest Only Control Group Design. The participants consisted of 20 Psychology students of UIN Raden Fatah Palembang, divided into an experimental group (n = 10) and a control group (n = 10). The experimental group received a positive intention framing intervention before completing a series of difficult logical reasoning tasks, while the control group received no intervention. Persistence was measured using ten logical reasoning questions designed to assess participants' willingness to continue working on challenging tasks. Data were analyzed using an Independent Sample t-Test. The results indicated a significant difference between the experimental and control groups (p < 0.05). Participants in the experimental group demonstrated higher persistence scores than those in the control group. These findings suggest that intention framing positively influences students' persistence in completing difficult tasks.
Peran Psikologi Pendidikan dalam Penguatan Kesiapan Guru di Era Digital melalui Pelatihan Active Learning, Student-Centered Learning, dan Jigsaw Learning Hanida Alifiyah; Nur Aisyah; Eugin Dara Mentari; Paramitha Mei Dianti; Muhammad Tomi Nizam; Fajar Tri Utami; Chintia Viranda
Educate : Journal of Education and Learning Vol. 4 No. 2 (2026): Educate : Journal of Education and Learning
Publisher : CV. Doki Course and Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61994/educate.v4i2.1940

Abstract

The rapid development of digital technology has transformed educational practices, requiring teachers to adapt to more student-centered, collaborative, and technology-integrated learning approaches. However, teacher readiness in implementing active and innovative learning strategies remains a challenge in many educational settings. This study aimed to describe the role of educational psychology in strengthening teacher readiness in the digital era through training based on Active Learning, Student-Centered Learning (SCL), and Jigsaw Learning for teachers at Yayasan Perguruan Islam Ummul Quro’ Al-Hamidiyah Palembang. This study employed a descriptive evaluative approach with qualitative support and simple quantitative data. The participants consisted of 22 teachers who attended the training on May 2, 2026. Data were collected through observation, facilitator field notes, and participant evaluation during the training process. The findings indicated positive changes in teacher readiness, particularly in self-confidence, analytical skills, participation in discussions, and readiness to implement learning strategies in classroom settings. Evaluation results showed that teachers’ theoretical understanding reached 95%, digital literacy 92%, and practical readiness 88%. The integration of Active Learning, Student-Centered Learning, and Jigsaw Learning encouraged active participation, reflective thinking, collaboration, and communication among participants. The study concludes that educational psychology-based training contributes to strengthening teacher readiness in the digital era by enhancing theoretical understanding, digital literacy, and practical teaching readiness. Future studies are recommended to involve broader participants and longer implementation periods to evaluate the sustainability of training outcomes in classroom practice.
Co-Authors Cholila Shinta Jatisari Diva Mulyafajri Eka Putri Mareta Eugin Dara Mentari Fajar Tri Utami Firli Firmansya Hanida Alifiyah Lili Yanti, Zahwa Mei Dewi Purwanti Melisa Paulina Muhammad Tomi Nizam Nisa Praditya Nur Aisyah Nuristighfari Masri Khaerani Paramitha Mei Dianti Purnamawati Putri Deah Rediansyah Reisha Pratishifa Shendy Aulia Sherly Oktavia Siti Rahmi Qadriyah