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All Journal CENDEKIA : Jurnal Ilmu Pengetahuan PAEDAGOGY : Jurnal Ilmu Pendidikan dan Psikologi COMMUNITY : Jurnal Pengabdian Kepada Masyarakat
Riana Sahrani
Fakultas Psikologi, Universitas Tarumanagara
Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other

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PSIKOEDUKASI “GURU TANGGUH” UNTUK MENINGKATKAN REGULASI EMOSI PADA GURU Riana Sahrani; Dastin Imanuel; Olivia Aldisa; Tania Mursalim
COMMUNITY : Jurnal Pengabdian Kepada Masyarakat Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/community.v6i2.10688

Abstract

ABSTRACT Teachers have an important role in creating the emotional atmosphere of the classroom; nevertheless, many teachers still encounter challenges in regulating both their own emotions and those of their students. Reactive emotional behavior and the tendency to suppress emotions can contribute to emotional fatigue among teachers and may reduce the effectiveness of the learning process. In response to this issue, this activity was conducted to analyze the impact of the psychoeducational program entitled “Resilient Teachers: The Art of Responding to Emotions Wisely” on teachers’ emotion regulation skills at School X. The study applied a simple mixed-method approach with a one-group pretest–posttest design, supported by interviews conducted before and after the psychoeducation sessions. Quantitative data were collected using the Emotion Regulation Questionnaire–Short Form (ERQ-S), while qualitative information was gathered through semi-structured interviews with three teachers. The findings showed an increase in the average cognitive reappraisal score from 6.283 in the pretest to 6.456 in the posttest, alongside a decrease in the average expressive suppression score from 5.533 to 5.474. These results were supported by interview findings that demonstrated a change in teachers’ responses from reactive tendencies to more reflective behaviors, indicated by greater emotional awareness, the practice of pausing before reacting, and the ability to reinterpret classroom situations cognitively. Overall, the “Resilient Teachers” psychoeducation program positively contributed to improving teachers’ understanding and implementation of more adaptive emotion regulation strategies, which may support teacher well-being and promote a healthier classroom environment. ABSTRAK Guru memegang peranan penting dalam membentuk iklim emosional di kelas, tetapi dalam praktiknya masih banyak guru yang mengalami kesulitan dalam mengelola emosi, baik emosi pribadi maupun emosi peserta didik. Respons emosional yang cenderung reaktif serta dominasi penekanan emosi berpotensi meningkatkan kelelahan emosional guru dan berdampak pada kualitas pembelajaran. Berdasarkan kondisi tersebut, kegiatan ini bertujuan untuk menganalisis dampak psikoedukasi “Guru Tangguh: Seni Merespons Emosi dengan Bijak” terhadap kemampuan regulasi emosi guru di Sekolah X. Kegiatan ini menggunakan pendekatan mixed-method sederhana dengan desain one group pretest–posttest yang dipadukan dengan wawancara sebelum dan sesudah pelaksanaan psikoedukasi. Asesmen kuantitatif dilakukan menggunakan Emotion Regulation Questionnaire–Short Form (ERQ-S), sedangkan data kualitatif diperoleh melalui wawancara semi-terstruktur terhadap tiga orang guru. Hasil asesmen menunjukkan adanya peningkatan rata-rata skor cognitive reappraisal dari 6,283 pada pretest menjadi 6,456 pada posttest, serta penurunan rata-rata skor expressive suppression dari 5,533 menjadi 5,474. Temuan tersebut sejalan dengan hasil wawancara yang memperlihatkan adanya perubahan respons guru dari pola yang reaktif menjadi lebih reflektif, ditandai dengan meningkatnya kesadaran emosi, kemampuan memberi jeda sebelum merespons, serta kemampuan memaknai ulang situasi di kelas. Secara keseluruhan, psikoedukasi “Guru Tangguh” memberikan kontribusi positif dalam meningkatkan pemahaman dan penerapan strategi regulasi emosi yang lebih adaptif pada guru, sehingga berpotensi mendukung kesejahteraan guru dan menciptakan iklim pembelajaran yang lebih sehat.
MODERASI KEBIJAKSANAAN DALAM HUBUNGAN IDENTITAS DIGITAL DAN PERBANDINGAN SOSIAL PADA GENERASI Z PENGGUNA LINKEDIN Riana Sahrani; Cherry Delfina Setiawan; Callista Chandra; Ivania Rachel Harto; Raisya Anaya Putri
CENDEKIA: Jurnal Ilmu Pengetahuan Vol. 6 No. 1 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/cendekia.v6i1.8256

Abstract

ABSTRACT Digital identity is a self-representation built through online activities and has become a crucial aspect for Generation Z, who grew up amidst technological advancements. One widely used platform is LinkedIn, which functions not only to expand professional networks but also as a means of building self-image. However, exposure to other people's profiles on LinkedIn, which tend to be perceived as better and more attractive than one's own self-image, can trigger social comparison, potentially reducing an individual's psychological well-being. This study aims to examine the relationship between digital identity and social comparison among Generation Z LinkedIn users, as well as the moderating role of wisdom in this relationship. This study used a quantitative method, with 404 Generation Z LinkedIn employee participants aged 18–25 years old. The instruments used included the Digital Identity Scale to measure digital identity, the IOWA Netherlands Comparison Orientation Measure (INCOM) to measure social comparison, and the Brief Self-Assessed Wisdom Scale (BSAWS) to measure wisdom. Data analysis was conducted using correlation tests and multiple linear regression. The results showed that digital identity had a positive and significant effect on social comparison (? = 0.711, p < 0.001). Meanwhile, wisdom did not significantly moderate the relationship (p = 0.608). Additional findings showed significant differences in wisdom based on age and employment status, but not by gender. ABSTRAK Digital identity (identitas digital) merupakan representasi diri yang dibangun melalui aktivitas daring dan menjadi aspek penting bagi Generasi Z yang tumbuh di tengah perkembangan teknologi. Salah satu platform yang banyak digunakan adalah LinkedIn, yang difungsikan bukan hanya untuk memperluas jaringan kerja profesional tetapi juga sebagai sarana pembentukan citra diri. Namun, paparan terhadap profil orang lain di media sosial LinkedIn, yang cenderung dianggap lebih baik dan menarik dibandingkan dengan citra diri sendiri, dapat memicu social comparison (perbandingan sosial) yang berpotensi menurunkan kesejahteraan psikologis individu. Penelitian ini bertujuan untuk menguji hubungan antara identitas digital dan perbandingan sosial pada Generasi Z pengguna LinkedIn, serta menguji peran moderasi wisdom (kebijaksanaan) dalam hubungan tersebut. Metode penelitian ini adalah kuantitatif, dengan responden 404 partisipan karyawan Generasi Z pengguna LinkedIn, berusia 18–25 tahun. Instrumen yang digunakan meliputi Digital Identity Scale untuk mengukur identitas digital, IOWA Netherlands Comparison Orientation Measure (INCOM) untuk mengukur perbandingan sosial, serta Brief Self-Assessed Wisdom Scale (BSAWS) untuk mengukur kebijaksanaan. Analisis data dilakukan dengan uji korelasi dan regresi linear berganda. Hasil penelitian menunjukkan bahwa identitas digital berpengaruh positif dan signifikan terhadap perbandingan sosial (? = 0.711, p < 0.001). Sementara itu, kebijaksanaan tidak memoderasi hubungan tersebut secara signifikan (p = 0.608). Temuan tambahan menunjukkan perbedaan kebijaksanaan yang signifikan berdasarkan usia dan status pekerjaan, namun tidak berdasarkan jenis kelamin.
HUBUNGAN FAMILY CLIMATE dan PERILAKU AGRESIF ANAK USIA PRA-SEKOLAH MENURUT ORANG TUA Assyifa Hapsari Sya’ban Komarudin; Riana Sahrani
PAEDAGOGY : Jurnal Ilmu Pendidikan dan Psikologi Vol. 6 No. 1 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/paedagogy.v6i1.8270

Abstract

Aggressive behavior in preschool-aged children is one of the developmental problems that may be influenced by the quality of the family environment. Family climate refers to the interpersonal atmosphere within the family, including emotional closeness, support, and conflict among family members. This study aimed to examine the relationship between family climate and aggressive behavior in preschool-aged children as reported by parents. This quantitative correlational study involved 252 parents who had children aged 3–6 years. Data were collected using the Family Climate Scale and the Children’s Aggression Scale–Parent Version, both of which had undergone translation as well as validity and reliability testing. Spearman correlation analysis showed a significant negative relationship between family climate and children’s aggressive behavior (r_s = -.386, p < .001). These findings indicate that the more positive the family climate, the lower the level of aggressive behavior in children. Additional findings showed that both family climate and children’s aggressive behavior were in the moderate category among the respondents. ABSTRAK Perilaku agresif pada anak usia prasekolah merupakan salah satu masalah perkembangan yang dapat dipengaruhi oleh kualitas lingkungan keluarga. Family climate menggambarkan suasana interpersonal dalam keluarga yang mencakup kedekatan emosional, dukungan, dan konflik antaranggota keluarga. Penelitian ini bertujuan untuk menguji hubungan antara family climate dan perilaku agresif pada anak usia prasekolah menurut orang tua. Penelitian ini menggunakan desain kuantitatif korelasional dengan melibatkan 252 orang tua yang memiliki anak usia 3–6 tahun. Data dikumpulkan menggunakan Family Climate Scale dan Children’s Aggression Scale–Parent Version yang telah melalui proses translasi serta uji validitas dan reliabilitas. Analisis korelasi Spearman menunjukkan adanya hubungan negatif yang signifikan antara family climate dan perilaku agresif anak (r_s = -.386, p < .001). Hasil ini menunjukkan bahwa semakin positif iklim keluarga, semakin rendah tingkat perilaku agresif anak. Temuan tambahan menunjukkan bahwa family climate dan perilaku agresif anak pada responden berada pada kategori sedang.
Co-Authors Assyifa Hapsari Sya’ban Komarudin Callista Chandra Cherry Delfina Setiawan Dastin Imanuel Ivania Rachel Harto Olivia Aldisa Raisya Anaya Putri Tania Mursalim