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HUBUNGAN SELF-OBJECTIFICATION DENGAN BODY DISSATISFACTION PADA REMAJA PEREMPUAN PENGGUNA TIKTOK Bunga Aisya; Rinaldi Rinaldi
PAEDAGOGY : Jurnal Ilmu Pendidikan dan Psikologi Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/paedagogy.v6i2.11010

Abstract

ABSTRACT Visual-based social media platforms have become an important part of adolescents’ daily lives, with TikTok emerging as one of the most frequently used applications among female teenagers. The platform exposes users to a wide range of appearance-related content, including beauty trends, edited images, and idealized body representations, which may influence how they evaluate their own physical appearance. Repeated exposure to such content can encourage self-objectification, whereby individuals prioritize external evaluations of their bodies, potentially contributing to body dissatisfaction. This study explored the relationship between self-objectification and body dissatisfaction among adolescent female TikTok users in Padang City. Using a quantitative correlational approach, data were collected from 148 participants selected through purposive quota sampling. Responses were obtained online through Google Forms using the Self-Objectification Scale and the Body Dissatisfaction Scale for Women. Pearson Product-Moment correlation analysis was employed to assess the association between the variables. The results are expected to provide empirical evidence regarding the psychological effects of social media use on adolescent girls and to contribute to a better understanding of body image development in contemporary digital environments. Furthermore, the findings may support the design of educational and preventive interventions focused on digital literacy and adolescent mental well-being. Keywords: self-objectification, body dissatisfaction, TikTok, social media, adolescent girls. ABSTRAK Penggunaan TikTok yang semakin masif di kalangan remaja perempuan memengaruhi cara individu memandang tubuhnya melalui paparan konten kecantikan, penggunaan filter digital, dan standar tubuh ideal yang tidak realistis. Kondisi tersebut berpotensi meningkatkan self-objectification, yaitu kecenderungan individu menilai tubuh berdasarkan perspektif orang lain, yang kemudian dapat memunculkan body dissatisfaction. Fokus penelitian ini adalah mengidentifikasi hubungan antara kecenderungan self-objectification dan tingkat body dissatisfaction pada remaja perempuan pengguna TikTok. Untuk mencapai tujuan tersebut, digunakan pendekatan kuantitatif dengan desain korelasi sebagai metode analisis. Data diperoleh dari 148 remaja perempuan pengguna TikTok di Kota Padang yang ditetapkan sebagai partisipan melalui teknik purposive quota sampling. Pengumpulan data dilakukan secara daring melalui Google Form dengan menggunakan instrumen Body Dissatisfaction Scale for Women dan Self-Objectification Scale. Uji korelasi Pearson Product Moment digunakan untuk menganalisis hubungan yang terjadi antara variabel penelitian. Melalui temuan yang dihasilkan, penelitian ini diharapkan dapat berkontribusi terhadap penguatan kajian psikologi perkembangan dan psikologi media digital, terutama dalam menjelaskan proses terbentuknya citra tubuh pada remaja perempuan di era media sosial visual. Selain itu, hasil penelitian diharapkan menjadi dasar bagi upaya penguatan literasi digital dan edukasi kesehatan mental guna meminimalkan dampak psikologis negatif penggunaan media sosial pada remaja.
Learning Interventions to Improve Academic Ability in Slow Learners: Literature Review Sarah Kemala Oktaviani; M. Izha Afdwikki; Bunga Aisya; Pasha Dwi Novita; Iftita Rahmi
Psikologi Prima Vol. 9 No. 1 (2026): Psikologi Prima
Publisher : unprimdn.ac.id

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34012/psychoprima.v9i1.8059

Abstract

Slow learning is a condition in which students have a below-average learning rate, necessitating a specialized approach to the learning process. This study aims to review various learning interventions used to enhance the academic abilities of students with learning difficulties. The method used was a systematic literature review of 12 relevant articles to explore how various forms of learning interventions enhance the academic abilities of slow learners. The study results indicate that the most effective interventions include mentoring with a special guidance teacher, constructivist learning models, practice methods, repeated reading techniques and cloze procedures, and token economy strategies. These interventions can significantly enhance numeracy skills, early literacy, learning motivation, and social interaction in slow learners. However, several studies also highlight the lack of teacher training and the use of individualized education programs as ongoing challenges. The success of interventions depends heavily on the involvement of teachers, parents, and a supportive school environment. Therefore, integrated and adaptive learning strategies are essential to optimally support the development of slow learners' academic abilities. Â