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All Journal Biopsikososial: Jurnal Ilmiah Psikologi Fakultas Psikologi Universitas Mercubuana Jakarta Jurnal Psikologi Teori dan Terapan
Gilang Tri Prayogo Yusuf
Makassar State University
Education Neuroscience Public Health Social Sciences

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Positive Self-Talk and Self-Confidence Among Elementary Students: A Quasi-Experimental Study in Gowa Gilang Tri Prayogo Yusuf; Sitti Ariqah Azka Haris; Vania Elysie Juscine; Ummu Asy-syifa Amalia; Winda Salman; A. Muh. Raihan B. Amir; Wisda Via Nurfallah; Gyanesh Kumar Tiwari
Jurnal Psikologi Teori dan Terapan Vol. 17 No. 01 (2026): Jurnal Psikologi Teori dan Terapan
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jptt.v17n01.p106-117

Abstract

Background: Low self-confidence in upper elementary school can undermine academic engagement and socio-emotional adjustment, highlighting the need for school-based interventions. Objective: This study examined the effectiveness of a positive self-talk intervention to enhance self-confidence among fifth-grade students. Method: Using a one-group pretest–posttest design, seven students with low-to-moderate self-confidence were identified through classroom observations and teacher interviews. Four structured sessions employed play-based activities, storytelling, and guided practice to foster cognitive reinterpretation. Self-confidence was measured using the Self-Confidence Assessment Instrument before and after the intervention. Results: All seven participants showed improvement, with group-level analysis indicating statistically significant change (Sign Test, p = .016, Cohen's d = 2.61), though the large effect size should be interpreted cautiously given the small sample (n = 7) and absence of a control group. Conclusion: The intervention appears practical and potentially promising for enhancing self-confidence in similar school contexts. Findings provide preliminary support for brief cognitive interventions in schools, while underscoring the need for replication through controlled studies with larger samples. Abstrak Latar Belakang: Rendahnya self-confidence pada siswa sekolah dasar kelas tinggi dapat mengganggu keterlibatan akademik dan penyesuaian sosial-emosional, sehingga diperlukan intervensi berbasis sekolah. Tujuan: Penelitian ini menguji efektivitas intervensi self-talk positif untuk meningkatkan self-confidence pada siswa kelas lima. Metode: Menggunakan desain pretest–posttest satu kelompok, tujuh siswa ber-self-confidence rendah hingga sedang diidentifikasi melalui observasi kelas dan wawancara guru. Empat sesi terstruktur menggunakan aktivitas berbasis bermain, bercerita, dan latihan terpandu untuk memfasilitasi reinterpretasi kognitif. Self-confidence diukur menggunakan Self-Confidence Assessment Instrument sebelum dan sesudah intervensi. Hasil: Ketujuh partisipan menunjukkan peningkatan, dengan analisis tingkat kelompok mengindikasikan perubahan yang signifikan secara statistik (Sign Test, p = 0,016, Cohen's d = 2,61), meskipun effect size yang besar ini perlu diinterpretasikan secara hati-hati mengingat sampel yang kecil (n = 7) dan ketiadaan kelompok kontrol. Kesimpulan: Intervensi ini tampak praktis dan berpotensi menjanjikan untuk meningkatkan self-confidence dalam konteks sekolah serupa. Temuan ini memberikan dukungan awal bagi intervensi kognitif singkat di sekolah, serta menegaskan perlunya replikasi melalui studi terkontrol dengan sampel lebih besar.
From Crisis to Growth: Parental Resilience Among Indonesian Muslim Mothers of Children with Down Syndrome—An Interpretative Phenomenological Analysis Gilang Tri Prayogo Yusuf; Aaisyah Hafshah Rafie:; Aisyah Ismiranti Alfattah Putri; Abdallah Al Ahmad Wahab; Ahmad Fathih Fakhir; Gyanesh Kumar Tiwari
Biopsikososial: Jurnal Ilmiah Psikologi Fakultas Psikologi Universitas Mercubuana Jakarta Vol. 10 No. 1 (2026): VOL. 10 NO. 1 April 2026
Publisher : Universitas Mercu Buana Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22441/biopsikososial.v10i1.37662

Abstract

Down syndrome presents Indonesian parents with complex caregiving responsibilities that create emotional strain, stigma, and persistent anxiety. While parental stress is well-documented, how parents develop resilience as a dynamic, relational process remains poorly understood. This study explored parental resilience among Indonesian Muslim mothers of children with Down syndrome in Makassar using Interpretative Phenomenological Analysis (IPA). Seven mothers (aged 30–45 years) with at least two years of caregiving experience, recruited through a Down syndrome parent support organization in Makassar, underwent semi-structured interviews. Six superordinate themes emerged: acceptance as a temporal process, patience (sabar) as active emotional regulation, identity reframing and agency, family and community support, spiritual meaning-making, and time management and priorities. Resilience developed through three phases: crisis and disorientation, adaptation and learning, and consolidation and growth. Results indicate that resilience emerges through relational and temporal dimensions, mediated by family support, community engagement, and culturally embedded meaning-making. To the best of the authors' knowledge, this is the first IPA study of parental resilience among Indonesian Muslim mothers of children with Down syndrome, integrating temporal, relational, and Islamic spiritual dimensions within a single analytical framework. Findings underscore the importance of culturally-responsive, family-centered interventions recognizing resilience as a relational and temporal phenomenon grounded in lived experience.
Co-Authors A. Muh. Raihan B. Amir Aaisyah Hafshah Rafie: Abdallah Al Ahmad Wahab Ahmad Fathih Fakhir Aisyah Ismiranti Alfattah Putri Gyanesh Kumar Tiwari Gyanesh Kumar Tiwari Sitti Ariqah Azka Haris Ummu Asy-syifa Amalia Vania Elysie Juscine Winda Salman Wisda Via Nurfallah