Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal Journal of General Education and Humanities
Eugenia Dhea Adeline
Universitas Muhammadiyah Yogyakarta
Humanities Languange, Linguistic, Communication & Media Mathematics Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
The Relationship Between Insomnia, Working Memory, and Inhibition Control with Academic Achievement: A Facial Analysis Study Eugenia Dhea Adeline; Azam Syukur Rahmatullah; Halim Purnomo
Journal of General Education and Humanities Vol. 5 No. 2 (2026): April
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i2.1419

Abstract

Sleep deprivation is one of the crucial factors that contribute to the decline in adolescent academic achievement, but objective measurements of this condition are still limited. This study aims to analyze the relationship between physiological insomnia symptoms, executive function (working memory and inhibitory control), and student academic achievement. The method used is a quantitative approach with a cross-sectional design, involving 200 students of Vocational High Schools (SMK) in North Kalimantan. Physiological insomnia symptoms were objectively measured using Computer-Based Facial Analysis via the Eye Aspect Ratio (EAR) and Mouth Aspect Ratio (MAR) indicators, while executive function was measured using the N-Back and Stroop tasks. Data were analyzed using Structural Equation Modeling (SEM) with 5,000 bootstrapping resamples. The results showed that physiological insomnia symptoms had a negative, significant effect on executive function (β = -0.45; p < 0.001), while executive function had a positive, significant effect on academic achievement (β = 0.56; p < 0.001). Mediation analysis showed that working memory and inhibitory control partially mediated the relationship between insomnia and academic achievement (indirect effect = -0.254). The conclusion of this study confirms that insomnia contributes to decreased academic achievement by degrading cognitive function. From the perspective of Islamic educational psychology, these findings reinforce the importance of maintaining sleep quality as part of efforts to maintain reason (hifz al-'aql), as well as encouraging the integration of sleep hygiene education in the school environment to improve students' cognitive readiness.
Academic Rumination, Decreased Working Memory Capacity, and Decisional Procrastination: An Experience Sampling Method (ESM) Approach to Measuring Negative Thought Intrusion Eugenia Dhea Adeline; Akif Khilmiyah; Abd. Madjid
Journal of General Education and Humanities Vol. 5 No. 4 (2026): August
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i4.1418

Abstract

Negative thought intrusion among university students is a psychological condition that can interfere with cognitive performance and emotional well-being, particularly when influenced by maladaptive cognitive processes. This study aims to examine the effect of academic rumination, decreased working memory capacity, and decisional procrastination on negative thought intrusion among university students. This research employed a quantitative approach using the Experience Sampling Method (ESM). The study involved 20 respondents who completed repeated measurements at five time points, yielding 100 observational data points. Data were analyzed using multiple regression to determine the simultaneous and partial effects of the independent variables, and the coefficient of determination was used to assess the magnitude of their contribution to the dependent variable. The results indicate that academic rumination, decreased working memory capacity, and decisional procrastination simultaneously have a significant effect on negative thought intrusion, with a combined contribution of 88.9%. Partially, academic rumination shows the strongest influence, followed by decreased working memory capacity and decisional procrastination. These findings suggest that students with higher levels of rumination, reduced cognitive capacity, and a tendency to delay decision-making are more susceptible to negative thought intrusion. The study provides empirical evidence that can inform the development of cognitive and emotion regulation-based interventions for university students.
Co-Authors Akif Khilmiyah Azam Syukur Rahmatullah, Azam Syukur Madjid, Abdul Purnomo, Halim