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All Journal Psikologika : Jurnal Pemikiran dan Penelitian Psikologi Jurnal Pendidikan Indonesia Jurnal Pengukuran Psikologi dan Pendidikan Indonesia (JP3I) Al Ishlah Jurnal Pendidikan Jurnal Pemberdayaan Masyarakat Madani (JPMM) Jurnal SOLMA Journal of Psychological Science and Profession Martabe : Jurnal Pengabdian Kepada Masyarakat Jurnal Ilmu Perilaku Sarwahita : Jurnal Pengabdian Kepada Masyarakat Jurnal Muara Ilmu Sosial, Humaniora, dan Seni Maarif Jurnal Penelitian dan Pengukuran Psikologi: JPPP Prosiding Seminar Nasional Pengabdian Kepada Masyarakat Jendela Akademika: Jurnal Pengabdian kepada Masyarakat Merpsy Journal
Santi Yudhistira
Universitas Negeri Jakarta
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Economics, Econometrics & Finance Education Energy Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Neuroscience Public Health Social Sciences Other

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Academic Engagement and Academic Burnout among Medical Students: Role of Social Support, Academic Self-efficacy, and Self-Esteem: Keterlibatan Akademik dan Kelelahan Akademik pada Mahasiswa Kedokteran: Peran Dukungan Sosial, Efikasi Diri Akademik, dan Harga Diri Yudhistira, Santi; Tiatri, Sri; Mularsih, Heni
Psikologika: Jurnal Pemikiran dan Penelitian Psikologi Vol. 28 No. 2 (2023)
Publisher : Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/psikologika.vol28.iss2.art9

Abstract

Active academic engagement in the educational process is instrumental in fostering the potential and self-skills of students, as well as serving as a pathway to acquiring a quality education from academic institutions. Therefore, this study aims to examine role of factorsinfluencing academic engagement with mediators of academic burnout using path analysis through a quantitative design on 249 medical students. In this model test, academic burnout becomes a mediator variable for self-efficacy and social support, while self-esteem is tested directly on academic engagement. The measuring instruments used are UWES-SS, MSPSS, MSLQ, RSE, and MBI-SS which are tested for validity using CFA and Cronbach Alpha reliability. The results showed that academic self-efficacy and social support significantly influence engagement, mediated by burnout, while self-esteem has a direct effect on the variable. These provide further support for existing theories and prior studies, highlighting the significant impact of social support, academic self-efficacy, and self-esteem on academic engagement.
Construct Validity of Unidimensional General Self-Efficacy Using Confirmatory Factor Analysis Yudhistira, Santi; Deasyanti, Deasyanti; Muzdalifah, Fellianti
JP3I (Jurnal Pengukuran Psikologi dan Pendidikan Indonesia) Vol. 10 No. 1 (2021): JP3I
Publisher : FAKULTAS PSIKOLOGI UIN SYARIF HIDAYATULLAH JAKARTA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/jp3i.v10i1.17150

Abstract

Self-efficacy is a specific domain which is divided into several aspects (e.g., magnitude, strength, and generality) based on Bandura’s theory.  However, many researchers attempt to generalize the concept of self-efficacy to examine personal competence in a broader view.  This study aims to test the validity of items on the General Self-Efficacy Scale (GSES), a measuring instrument that was developed by Ralf Schwarzer and designed by Matthias Jerusalem in 1979 to regulate the construction of self-efficacy as a broader concept of personality. This research used the Confirmatory Factor Analysis (CFA) method on 643 students in the Jabodetabek area to test the instrument’s validity and the CFA test results showed that out of the 10 items tested, the written statement is valid to measure the General Self-Efficacy variable.
Binge-watching terhadap Stres Akademik pada Mahasiswa yang Sedang Menyusun Skripsi Pada Masa pandemi Covid-19 Pasay, Yelda Aryadila; Hapsari, Iriani Indri; Yudhistira, Santi
Merpsy Journal Vol 15, No 2 (2023)
Publisher : Universitas Mercu Buana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22441/merpsy.v15i2.20498

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh binge-watching terhadap stres akademik pada mahasiswa yang sedang mengerjakan skripsi di masa pandemi COVID-19. Penelitian ini menggunakan metode kuantitatif. Teknik pengumpulan data dilakukan dengan menyebarkan kuesioner kepada 508 mahasiswa di JABODETABEK yang sedang menyusun skripsi dan dalam kurun waktu 6 bulan terakhir. Alat ukur yang digunakan adalah Student-life Stress Inventory (SSI) dan Binge-watching Engagement and Symptom Questionnaire (BWESQ). Uji statistik yang digunakan untuk menguji hipotesis adalah analisis regresi linier sederhana. Hasil analisis pada penelitian ini menunjukkan bahwa nilai signifikansi = 0,000 < 0,05, dengan nilai R square sebesar 0,505. Sehingga dapat dikatakan bahwa ada pengaruh yang signifikan antara binge watchin terhadap stres akademik sebesar 50,5% dengan arah positif, sehingga tingkat stres akademik juga lebih tinggi pada mahasiswa yang sedang mengerjakan skripsi di masa pandemi COVID-19.
PSIKOEDUKASI MINDFUL TEACHING DALAM PENGEMBANGAN KOMPETENSI GURU DI SMK X JAWA BARAT Yudhistira, Santi; Komalasari, Gantina; Maulana, Herdiyan
Martabe : Jurnal Pengabdian Kepada Masyarakat Vol 7, No 3 (2024): MARTABE : JURNAL PENGABDIAN KEPADA MASYARAKAT
Publisher : Universitas Muhammadiyah Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31604/jpm.v7i3.1036-1042

Abstract

SMK X merupakan sekolah yang didirikan untuk memfasilitasi siswa SMP di daerah daerah sekitar yang tidak dapat melanjutkan Pendidikan karena alasan ekonomi. Sekolah ini merupakan sekolah gratis. Saat ini, berbagai permasalahan dihadapi oleh SMK X. Salah satunya adalah permasalahan dalam pengembangan kompetensi guru. Guru SMK X masih membutuhkan pengembangan kompetensi guru terutama kompetensi kepribadian. Kegiatan dilaksanakan dengan metode pemberian psikoedukasi mengenai mindful teaching kepada guru-guru. Peserta terdiri dari 17 orang guru SMK X. Peserta diberikan materi mengenai mindful teaching dan kaitannya dengan karakter diri yang berkaitan langsung dengan pengajaran sehari-hari. Sebagai bahan evaluasi guru diminta untuk mengisi pre-test sebelum kegiatan dimulai dan mengisi post-test setelah materi selesai diberikan. Guru juga diminta untuk melakukan tugas dalam rangka penerapan langsung teknik mindful teaching yang telah dipelajari. Data pre-test dan post-test di analisis dengan paired sample t-test dengan menggunakan IBM Statistics SPSS. Hasil olah data mengungkapkap p-value 0.05 artinya terdapat perbedaan pengetahuan mengenai mindful teaching dalam kaitannya dengan karakter diri peserta setelah diberikan psikoedukasi
Types of Academic Dishonesty, Empathic Concern, and Peer Reporting Intention: Indonesian Students’ Perspective Anna Armeini Rangkuti; Rahmadianty Gazadinda; Santi Yudhistira
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 1 (2025): MARCH 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i1.6206

Abstract

Academic dishonesty remains a persistent issue in higher education, undermining academic integrity and fairness. Peer reporting is a potential deterrent; however, it is underutilized, particularly in collectivist cultures like Indonesia, where group cohesion is highly valued. This study investigates the types of academic dishonesty, levels of empathic concern, and students’ intentions to report a classmate’s misconduct. A survey was conducted among 228 Indonesian university students, assessing peer reporting intentions in response to two hypothetical scenarios—exam cheating and plagiarism. Empathic concern was measured using the Interpersonal Reactivity Index (IRI). Findings indicate significant differences in peer reporting intentions based on the type of academic dishonesty. Students were more inclined to report exam cheating than plagiarism (t = 10.545, p .001). Additionally, empathic concern negatively influenced the likelihood of reporting exam cheating (F = 7.572, p.05), suggesting that students with higher empathic concern were less likely to report misconduct. These findings underscore the need for universities to establish explicit policies and clear peer reporting procedures for all forms of academic dishonesty. Addressing students' empathic concerns when promoting ethical behavior is crucial in fostering a culture of academic integrity. Understanding the interplay between cultural values, academic dishonesty, and empathic concern is vital for designing effective interventions that encourage academic integrity in higher education.
Co-Authors Adhissa Qonita Agustian, Rayhan Alif Alfajri Ramadhana Alham Amiullah, Gufron Anna Armeini Rangkuti Aviva, Zahirah Deasyanti, Deasyanti Deasyanti, Deasyanti Deni Murdiani Fellianti Muzdalifah Fellianti Muzdalifah, Fellianti Gantina Komalasari Gita Irianda Rizkyani Medellu Gumgum Gumelar Fajar Rakhman Hapsari, Iriani Indri Heni Mularsih Herdiyan Maulana Komalasari, Gantina Lussy Dwiutami Wahyuni Mayangsari, Anggi Muhammad Iqbal Alamsyah Pasay, Yelda Aryadila Putri Rahayu Budiman R.A Fadhallah Rafif, Muhammad Rayendra Rahmadianty Gazadinda Salshabila, Maya Sri Tiatri Yatri, Ika