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All Journal International Journal of Business, Law, and Education Jurnal Pengabdian Masyarakat dan Riset Pendidikan
Muh. Syafiq Marzuqi
Universitas Teknologi Nusantara
Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Neuroscience Social Sciences Other

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Pengaruh Self Efficacy terhadap Resiliensi pada Siswa Kelas X SMKN 71 Jakarta : Penelitian Femy Novalia; Dina Hardina; Aulia Nur’aini; Tatianningsih; Andre Genta Senjaya; Muh. Syafiq Marzuqi
Jurnal Pengabdian Masyarakat dan Riset Pendidikan Vol. 4 No. 3 (2026): Jurnal Pengabdian Masyarakat dan Riset Pendidikan Volume 4 Nomor 3 (Januari 202
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jerkin.v4i3.5085

Abstract

Siswa kelas X di SMKN (SMK) berada pada tahap awal remaja, yang ditandai dengan periode transisi dan tuntutan yang kompleks untuk penyesuaian intelektual, sosial, dan emosional. Karena keadaan ini, siswa harus memiliki kemampuan ketahanan yang cukup untuk menghadapi berbagai tekanan selama periode adaptasi sekolah awal. Self efficacy adalah salah satu elemen yang berkontribusi pada pembentukan resiliensi. Tujuan penelitian ini adalah untuk menguji bagaimana self efficacy mempengaruhi resiliensi pada siswa kelas X di SMKN 71 Jakarta. Penelitian ini menggunakan metode korelasional bersamaan dengan pendekatan kuantitatif. Populasi penelitian terdiri dari 213 siswa kelas X dari SMKN 71 Jakarta. Sampel sebanyak 138 siswa dipilih dengan menggunakan pendekatan pengambilan sampel acak stratified proporsional dan pengambilan sampel probabilitas. Skala self efficacy yang diambil dari General Self-Efficacy Scale (GSES) dan skala ketahanan yang diambil dari Connor Davidson-Resilience Scale (CD-RISC) digunakan untuk mengumpulkan data. Dengan bantuan Jeffrey's Amazing Statistics Program (JASP), analisis jalur digunakan untuk menganalisis data. Dengan nilai dampak estimasi sebesar 0,470 dan nilai signifikansi p < 0,001, temuan penelitian menunjukkan bahwa self efficacy secara signifikan dan positif mempengaruhi resiliensi. Hasil ini menunjukkan bahwa resiliensi siswa dalam mengatasi hambatan sosial dan akademik di lingkungan sekolah menengah kejuruan meningkat seiring dengan tingkat self efficacy mereka.
Development and Validation of a Belonging-Supportive Deep Learning Environment Instrument for Evaluating Flipped Learning Environments in Higher Education Oktavia Oktavia; Aprianif Aprianif; Hartin Kurniawati; Muh. Syafiq Marzuqi; Tatianningsih Tatianningsih; Zia Majiatul Arobiah
International Journal of Business, Law, and Education Vol. 7 No. 2 (2026): International Journal of Business, Law, and Education (on progres)
Publisher : IJBLE Scientific Publications Community Inc.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56442/ijble.v7i2.1406

Abstract

Supportive learning environments are central to student engagement, psychological well-being, and academic success in higher education. In flipped learning, however, pedagogical effectiveness depends not only on pre-class exposure and in-class active learning but also on whether students perceive the learning environment as socially inclusive, academically supportive, and conducive to deep learning. This study developed and validated the Belonging-Supportive Deep Learning Environment (BSDLE) instrument as an indicator of learning-environment effectiveness in higher education. The study used an instrument-development design with a quantitative validation phase involving 1,161 students from five Indonesian higher education institutions that had implemented flipped learning. Instrument development involved literature review, construct mapping, item generation, expert judgment, and psychometric evaluation. Data were analyzed using a multidimensional Rasch framework. Model comparison showed that the Partial Credit Model (PCM) provided a better fit than the Rating Scale Model (RSM), as indicated by lower final deviance, Akaike Information Criterion, and Bayesian Information Criterion values. Item difficulty ranged from -0.79 to 0.72 logits, and all item fit indices were within the acceptable mean-square range of 0.5 to 1.5. Five BSDLE dimensions demonstrated high EAP/PV reliability (> .90), whereas the faculty-relations dimension showed lower reliability (.695), indicating the need for further refinement. Rating-scale diagnostics suggested that a four-category response format was generally more stable than a five-category format, although several items required revision because of non-monotonic category functioning. Overall, the BSDLE instrument provides promising validity evidence for evaluating belonging-supportive and deep-learning-oriented environments in flipped higher education, while further testing across broader institutional contexts is recommended.
Co-Authors Andre Genta Senjaya Aprianif Aprianif Aulia Nur’aini Dina Hardina Femy Novalia Hartin Kurniawati Oktavia Oktavia Tatianningsih Tatianningsih Tatianningsih Zia Majiatul Arobiah