Articles
<![CDATA[The relationship between mindfulness and work-life balance: The mediation role of emotional regulation ]]>
<![CDATA[Muharrani, Tis'a]]>;
<![CDATA[Lubis, Rahmi]]>;
<![CDATA[Hardjo, Suryani]]>
<![CDATA[ Humanitas: Indonesian Psychological Journal Volume 21 (1) 2024 ]]>
Publisher : <![CDATA[HUMANITAS published by Universitas Ahmad Dahlan. ]]>
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DOI: 10.26555/humanitas.v21i1.382
<![CDATA[Air Traffic Controller (ATC) is one of the occupations in the service sector. ATC, like other jobs, has other social tasks outside of work that require the ability to balance work and family or personal and social responsibilities (i.e., work-life balance). This research aims to test the role of emotional regulation in mediating the relationship between mindfulness and work-life balance among ATC officers. This research was conducted quantitatively. The data was collected through the work-life balance, emotion regulation, and mindfulness scales and was analyzed using structural equation modeling (SEM) operated through the JASP program version 16. 172 employees (59% males) involved in this research. Results showed that emotional regulation significantly mediates the relationship between mindfulness and work-life balance. This indicates that ATC officers with a mindful condition will consciously be able to direct their attention to focus on the current situation and role. This will affect ATC's ability to manage cognitively to provide emotional responses and express emotions according to the needs of the current situation in completing the role at hand and achieving work-life balance. This finding has implications on how management might assist ATC officers in improving work-life balance by enhancing emotional regulation skills and mindfulness.]]>
<![CDATA[Examining the Role of Work Motivation and Teacher Competence on Career Development: the Mediating Role of Job Satisfaction among Teachers in the South Nias Regency ]]>
<![CDATA[Tafonao, Lince Kristina]]>;
<![CDATA[Darmayanti, Nefi]]>;
<![CDATA[Lubis, Rahmi]]>
<![CDATA[ Journal of Educational, Health and Community Psychology VOL 13 NO 3 SEPTEMBER 2024 ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
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DOI: 10.12928/jehcp.v13i3.28390
<![CDATA[This study aimed to investigate teacher career development, workplace motivation, teacher competencies, and job satisfaction. Utilizing a quantitative explanatory approach, the study included 306 teachers selected through a cluster random sampling technique. Structural Equation Modeling (SEM) analysis was employed with the assistance of Smart-PLS software. The findings indicate a significant impact of work motivation on career development among teachers in the South Nias Regency area. Furthermore, teacher competencies were found to influence career development in the same region. Additionally, work motivation exerted a noteworthy effect on job satisfaction among teachers, while competencies also played a role in influencing job satisfaction. Moreover, job satisfaction was identified as a contributing factor to career development. Finally, the study revealed that work motivation and competencies affect career development through the mediation of job satisfaction among teachers in the South Nias Regency area.]]>
<![CDATA[Family Function and Academic Achievement: The Mediating Role of Noble Character ]]>
<![CDATA[Lubis, Rahmi]]>;
<![CDATA[Tafonao, Lince Kristina]]>;
<![CDATA[Adawiyah, Zain]]>;
<![CDATA[Hutagalung, Fonny Dameaty]]>
<![CDATA[ Psympathic : Jurnal Ilmiah Psikologi Vol 11, No 2 (2024): PSYMPATHIC ]]>
Publisher : <![CDATA[Fakultas Psikologi, Universitas Islam Negeri (UIN) Sunan Gunung Djati Bandung ]]>
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DOI: 10.15575/psy.v11i2.33887
<![CDATA[Academic achievement reflects the level of success students achieve in college studies. Based on observation, a prominent factor that typically influence this metric is family roles, particularly through the mediation of noble character. Therefore, this research aims to examine the mediating role of noble character on the relationship between family roles and student academic achievement. In order to achieve the stated objective, 201 college students were selected using cluster stratified random sampling, which served as the sample in this explanatory quantitative research. Accordingly, three key variables observed during the course of the exploration include family function, noble character scales, and student cumulative achievement index. A mediation test was also carried out using Jamovi statistical software 2.0.0 to determine the relationship between the key variables. The obtained results from the test showed that family function did not directly influence educational achievement. Instead, it only determined academic achievement through the instillation of noble character in students. Based on this result, an inference was made that noble character significantly mediated the relationship between family function and academic achievement.]]>
<![CDATA[Work Environment: Unveiling Job Satisfaction Through Work Stress Among Honorary Employees in Offices of Education ]]>
<![CDATA[Afiq, Muhammad Farid]]>;
<![CDATA[Turnip, Kaiman]]>;
<![CDATA[Lubis, Rahmi]]>
<![CDATA[ Indonesian Interdisciplinary Journal of Sharia Economics (IIJSE) Vol 7 No 3 (2024): Sharia Economics ]]>
Publisher : <![CDATA[Sharia Economics Department Universitas KH. Abdul Chalim, Mojokerto ]]>
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DOI: 10.31538/iijse.v7i3.5562
<![CDATA[Enhancing employee productivity is primarily dependent on job satisfaction. Multiple studies have investigated elements that contribute to employee job satisfaction, such as the work environment. Nevertheless, prior research findings have displayed a lack of consistency, leading to current debates within the academic community. Researchers hypothesize that additional elements may influence the correlation between the work environment and job satisfaction, thus necessitating further analysis. A correlational method was utilized to collect data from a sample of 149 honorary employees. The data were evaluated using structural equation modeling (SEM) with the assistance of SmartPLS 3.0. The findings indicated the following: (1) a strong and statistically significant correlation exists between the Work Environment and employee Job Satisfaction; (2) there is also a positive and significant correlation between Job Stress and employee Job Satisfaction; (3) a positive and significant correlation was observed between the Work Environment and employee Work Stress; (4) Work stress plays a mediating role in positively and significantly influencing the relationship between the work environment and the job satisfaction of honorary employees. This study enhances the existing body of knowledge by providing fresh empirical evidence on the correlation between work environment and job satisfaction, with job stress acting as a mediator.]]>
<![CDATA[The Influence of Self Leadership on Task Commitment Through Self-Efficacy Mediation in Students ]]>
<![CDATA[Agustina, Agustina]]>;
<![CDATA[Lubis, Rahmi]]>;
<![CDATA[Aisyah, Siti]]>
<![CDATA[ Bulletin of Counseling and Psychotherapy Vol. 7 No. 1 (2025): Bulletin of Counseling and Psychotherapy ]]>
Publisher : <![CDATA[Kuras Institute ]]>
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DOI: 10.51214/002025071318000
<![CDATA[This study uses quantitative research methods. The population and samples used were students. The research instrument was a questionnaire, namely aspects of task commitment, self-leadership and self-efficacy. The data analysis method used is SEM-PLS. The results showed hypothesis 1 there is an influence of self-leadership (X) on self-efficacy (M). This influence can be seen from the strength of the relationship (R-value) of 0.542 which is classified as sufficient with an R Square value of 0.293 or 29.3%. This means that the self-leadership variable has a direct effect of 29.3% on self-efficacy. Hypothesis 2 of this study is the effect of self-efficacy on task commitment. This hypothesis is proven correct because the significance value is 0.000 <0.05. The effect can also be seen in the Summary table with an influence strength value (R-value) of 0.549 and a coefficient of determination of 0.302 or 30.2%. This means that the self-efficacy variable (M) has a direct effect of 30.2% on task commitment. Hypothesis 3, namely that there is an effect of self-leadership on task commitment through self-efficacy, this hypothesis is proven by the significance value in the regression coefficient table of 0.000 <0.05. while the calculated R value is 0.580. the coefficient of determination obtained a value of 0.336 or 33.6%. This means that the variables of self-leadership and self-efficacy have an indirect effect of 33.6% on task commitment.]]>
<![CDATA[Perbedaan Minat Belajar dan Motivasi Belajar Ditinjau dari Penggunaan Metode Menghafal Alquran di Pondok Tahfidz Maskanul Huffaz di Bintaro ]]>
<![CDATA[Qodri, Muhammad]]>;
<![CDATA[Lubis, Rahmi]]>;
<![CDATA[Hardjo, Suryani]]>
<![CDATA[ Journal of Education, Humaniora and Social Sciences (JEHSS) Vol 5, No 3 (2023): Journal of Education, Humaniora and Social Sciences (JEHSS), February ]]>
Publisher : <![CDATA[Mahesa Research Center ]]>
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DOI: 10.34007/jehss.v5i3.1568
<![CDATA[This study aims to determine the differences in learning interest and learning motivation in terms of the use of the At-Taisir Qur'an memorization method and Dermawan's Qur'an memorization method. The research method uses a quantitative approach, with a purposive sampling technique. The population in this study amounted to 62 and a sample of 40 students were divided into 2 groups, namely 20 data from each group. The analytical method used to analyze the data obtained in this study uses the Mann Whitney U analysis method. In the At-Taisir method, the learning interest scale is in the low category with an empirical mean of 23.40 and a hypothetical mean of 45 with sd 9. The learning motivation scale is in the very category. low with an empirical mean of 57.25 and a hypothetical mean of 97.5 with an sd of 19.5. Whereas in the Dermawan method, the interest scale category is very high, the empirical mean is 68.30 and the hypothetical mean is 45 with sd 9. The motivation scale in the category is very high, the empirical mean is 141.90 and the hypothetical mean is 97.5 with sd 19.5. The results of this study indicate that the significance value of Mann Whitney U is 0.000, which means that the difference between learning motivation in students using the At-Taisir method and the Dermawan method is accepted. In the learning interest group, a result of 0.000 was obtained, which means that there was no difference between students' learning interest when studying using the At-Taisir method and the Dermawan method, meaning that this research was accepted because it was in accordance with the initial hypothesis.]]>
<![CDATA[How Perceived Organizational Support Impact Teacher Engagement: The Key Role of Job Satisfaction ]]>
<![CDATA[hidayati, nurul]]>;
<![CDATA[Lubis, Rahmi]]>;
<![CDATA[Turnip, Kaiman]]>
<![CDATA[ Journal of Educational, Health and Community Psychology VOL 14 NO 1 MARCH 2025 ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
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DOI: 10.12928/jehcp.vi.29646
<![CDATA[This study aims to investigate the role of perceived organizational support, on the dependent variable, work engagement, mediated by job satisfaction among teacher. The research design employed is characterized as explanatory quantitative research. A cluster random sampling technique was utilized for the selection of participants. The sample size for this investigation comprised 300 teachers. Data analysis was conducted using Smart-PLS in conjunction with the Structural Equation Modeling (SEM) methodology. The findings of this research reveal a significant relationship between perceived organizational support and work engagement among teacher, as well as a notable impact of perceived organizational support on the job satisfaction of these educators; additionally, a significant effect of job satisfaction on work engagement was identified, alongside the mediating role of job satisfaction in the relationship between perceived organizational support and work engagement among teachers.]]>
<![CDATA[The Positive Youth Development and Career Adaptability on Undergraduate Students: Academic Achievement Moderated ]]>
<![CDATA[Lubis, Rahmi]]>;
<![CDATA[Amaliyana, Rizki]]>
<![CDATA[ Bulletin of Counseling and Psychotherapy Vol. 6 No. 2 (2024): Bulletin of Counseling and Psychotherapy ]]>
Publisher : <![CDATA[Kuras Institute ]]>
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DOI: 10.51214/00202406849000
<![CDATA[Towards the completion of their tertiary education, students should have adapted to the work demands of the future. Career adaptability is determined by the student's character or personal assets. However, the influence of personal attributes on career adjustment is not always consistent. Other factors influence the strength of this influence. This research aims to determine the moderating role of academic achievement in the relationship between positive youth development (PYD) and student career adaptability. Data collection used the Positive Youth Development Scale and Career Adaptability Scale. We measured academic achievement using GPA. The research involved 286 eighth-semester students using a total sampling technique. Data analysis used a moderation test with Jamovi 2.0.0 statistical software. The results show that academic achievement moderates the impact of positive youth development on career adaptability. We found that PYD has a high effect on career adaptability in students with a high GPA. In contrast, PYD has low impact on career adaptability in students with low GPAs. The research results are beneficial in overcoming the low adaptability of students' careers by increasing positive youth development and academic achievement.]]>
<![CDATA[Perbedaan Motivasi Belajar Dan Minat Belajar Antara Siswa Yang Belajar Daring Dan Luring Pada Pelajaran Bahasa Indonesia Di SMP Swasta Katolik Budi Murni 3 Medan ]]>
<![CDATA[Sonni Willi Munte]]>;
<![CDATA[Risydah Fadilah]]>;
<![CDATA[Rahmi Lubis]]>
<![CDATA[ Journal of Education, Humaniora and Social Sciences (JEHSS) Vol 5, No 2 (2022): Journal of Education, Humaniora and Social Sciences (JEHSS), November ]]>
Publisher : <![CDATA[Mahesa Research Center ]]>
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DOI: 10.34007/jehss.v5i2.1377
<![CDATA[This study uses a quantitative approach, with the sampling technique used is accidental sampling. The population in this study amounted to 216 and the sample from class VIII was 54 which was divided into 2 groups, namely 27 data from each group. The analytical method used to analyze the data obtained in this study uses the Mann Whitney U analysis method. This type of research uses the theoretical basis of learning motivation and interest in learning based on aspects of the theory of Martaniah (2006) and Slameto (2013). The results of this study indicate that the significance value of Mann Whitney U is 0.924, which means that the difference between learning motivation in students who study online and offline is rejected. Thus, the results of the study in the interest in learning group showed the significance value of Mann Whitney U was obtained at 0.808, which means that there is no difference between students' interest in learning when studying online and offline, meaning that this study was rejected because it was not in accordance with the initial hypothesis.]]>
<![CDATA[Perbedaan Konsep Diri dan Resiliensi Ditinjau dari Jurusan pada Siswa SMK Negeri 1 Merdeka ]]>
<![CDATA[Evanireni Julietta Purba]]>;
<![CDATA[Rahmi Lubis]]>;
<![CDATA[Suryani Hardjo]]>
<![CDATA[ Journal of Education, Humaniora and Social Sciences (JEHSS) Vol 5, No 3 (2023): Journal of Education, Humaniora and Social Sciences (JEHSS), February ]]>
Publisher : <![CDATA[Mahesa Research Center ]]>
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DOI: 10.34007/jehss.v5i3.1617
<![CDATA[This study aims to determine differences in self-concept and resilience in terms of majors in students of SMK Negeri 1 Merdeka. The department is part of the Vocational High School, namely the focus of the field of study chosen and studied by students. The disciplines in a department at SMK in this study are Building Engineering and Light Vehicle Engineering. The hypothesis put forward is that there are differences in self-concept and resilience in terms of majors in SMK. In this study, the samples used were 116 students majoring in Building Engineering and 148 students majoring in Light Vehicle Engineering, totaly 264 students. This research uses self-concept scale and resilience scale. The data analysis method is 1 way ANOVA. Based on the data analysis carried out, the results obtained from differences in self-concept in terms of the Department of Building Engineering and Light Vehicle Engineering with a different F value = 513.430; the difference in resilience in terms of the Building Engineering and Light Vehicle Engineering majors obtained a different F value = 615.864 with Sig (p) = 0.000 <0.050, then the proposed hypothesis is declared accepted.]]>
