Articles
<![CDATA[PERAN TEACHER STRUCTURE TERHADAP ENGAGEMENT MELALUI ACADEMIC BUOYANCY PADA SISWA MENENGAH ATAS ]]>
<![CDATA[Cahyadi, Surya]]>;
<![CDATA[Rohinsa, Meilani]]>
<![CDATA[ Jurnal Studia Insania Vol 7, No 2 (2019) ]]>
Publisher : <![CDATA[Faculty of Ushuluddin and Humanities ]]>
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DOI: 10.18592/jsi.v7i2.3234
<![CDATA[The current research aims to investigate whether students' ability to deal with academic problems daily or academic buoyancy can mediate the effect of teacher structure in predicting senior high school students? engagement. The participant of the research consisted of 213 senior high school students (Female = 126; 59.2%; Male= 87; 40.8%). The age of participants? ranged between 15-18 years, with a mean of 15.41 (SD=0.53). The instrument in the current research included Teacher Structure Questionnaire, Academic Buoyancy Scale, and Engagement Questionnaire. Data analysis was conducted using multiple regression tests. Based on research findings, Academic buoyancy mediates the effect of teacher structure in predicting senior high school students? engagement. The findings of the study were discussed under the light of relevant literature, and some suggestions were made for future research. This finding implies that teachers need to be aware that every student needs the ability to deal with everyday academic problems in school. The existence of teacher structure can fulfill this ability. This support will shape students' engagement with learning activities in the classroom.]]>
<![CDATA[The Effect of Social Support and Religiosity Against Bereavement ]]>
<![CDATA[Kainama, Jhon Victor]]>;
<![CDATA[Riasnugrahani, Missiliani]]>;
<![CDATA[Rohinsa, Meilani]]>
<![CDATA[ Al Qalam: Jurnal Ilmiah Keagamaan dan Kemasyarakatan Vol. 17, No 4 : Al Qalam (Juli 2023) ]]>
Publisher : <![CDATA[Sekolah Tinggi Ilmu Al-Qur'an (STIQ) Amuntai Kalimantan Selatan ]]>
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DOI: 10.35931/aq.v17i4.2379
<![CDATA[Bereavement has an impact on reducing a person's psychological capacity and also physical and various roles in life that are lived as a result of the death of a loved one. This study aimed to determine the effect of social support of the congregation and religiosity on bereavement. Respondents were 121 people aged 15 to 85 years, with an average high school education level and had experienced bereavement during the last 18 months. The research data were collected with the Bereavement Experience Questionnaire (BEQ-24), Social support, and The Centrality of Religiosity Scale (CRS-15), with a purposive sampling technique and processed in multiple linear regression using SPSS v.25 application. The coefficient of each scale is 0.91, 0.86, 0.75. From the results of regression-Model 3, it was found that social support provided by the congregation did not have a significant effect on bereavement. While religiosity as an internal resource in bereaves has a significant positive effect on bereavement. The age factor and education level of respondents in this study also contributed to the effect on bereavement.]]>
<![CDATA[PERAN DUKUNGAN GURU TERHADAP PEMENUHAN KEBUTUHAN PSIKOLOGIS DASAR SISWA DALAM KURIKULUM MERDEKA ]]>
<![CDATA[Rohinsa, Meilani]]>
<![CDATA[ JURNAL PENELITIAN DAN KARYA ILMIAH LEMBAGA PENELITIAN UNIVERSITAS TRISAKTI Volume 8, Nomor 2, Juli 2023 ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian kepada Masyarakat Universitas Trisakti ]]>
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DOI: 10.25105/pdk.v8i2.15456
<![CDATA[Siswa perlu memiliki determinasi diri atau motivasi intrinisik agar dapat belajar secara mandiri dan memiliki inisatif dalam belajar sehingga dapat menjawab tantangan kurikulum merdeka. Penelitian ini menggunakan dasar Self-determination theory (SDT) yang memiliki proposisi bahwa terdapat kebutuhan psikologis dalam diri semua individu yang apabila dipenuhi akan memfasilitasi pertumbuhan maupun kesejahteraan individu. Terpenuhinya kebutuhan psikologis dasar dalam diri individu dipengaruhi oleh interaksi individu tersebut dengan konteks sosialnya. Penelitian ini bertujuan untuk mengetahui sejauhmana peran dukungan guru terhadap pemenuhan kebutuhan psikologis dasar siswa SMA yang tengah menjalankan kurikulum merdeka. Responden yang merupakan siswa SMA diminta untuk mengisi survei online berbentuk self repoted inventory yaitu BNSG-S dan TSQ. Hasil analisis regresi liner sederhana menunjukkan bahwa dukungan guru berperan dalam terpenuhinya kebutuhan psikologis dasar siswa (R2 0,385; Sig. 0,000; a 0,05) Implikasi dari penelitian ini adalah dalam hal pengembangan intervensi psikologi yang terkait dengan pemenuhan kebutuhan psikologis dasar siswa, dimana dukungan guru terbukti dapat menjadi salah satu alternatifnya.]]>
<![CDATA[Kontribusi Strength Based Parenting dan Academic Self-Efficacy terhadap Engagement pada Siswa SD Mutiara Harapan Pangkalan Kerinci Riau ]]>
<![CDATA[Batubara, Ellen Ester]]>;
<![CDATA[Rohinsa, Meilani]]>;
<![CDATA[Setiawan, Tery]]>
<![CDATA[ Journal of Research and Measurement in Psychology: JPPP Vol 13 No 1 (2024): Jurnal Penelitian dan Pengukuran Psikologi Vol 13 No 1 April 2024 ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian Masyarakat UNJ dan Program Studi Psikologi Fakultas Pendidikan Psikologi Universitas Negeri Jakarta ]]>
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DOI: 10.21009/JPPP.131.08
<![CDATA[This study aims to investigate the contributions of Strength-Based Parenting and Academic Self-Efficacy to the level of engagement among students at SD Mutiara Harapan Pangkalan Kerinci Riau. Strength-Based Parenting is an approach to parenting that focuses on developing a child's strengths and potential, while Academic Self-Efficacy refers to an individual's belief in his ability to face academic tasks. This study used a quantitative approach involving 102 students of SD Mutiara Harapan as the research participants. Data was obtained through a questionnaire that measured the level of Strength-Based Parenting, Academic Self-Efficacy, and student engagement. Data analysis was performed using regression techniques to examine the relationship between the variables studied. The results showed that Strength-Based Parenting and Academic Self-Efficacy significantly contributed to the level of engagement of SD Mutiara Harapan students. The higher the level of Strength-Based Parenting received by students and the higher the Academic Self-Efficacy that students have, the level of student engagement tends to increase. This research makes an important contribution to understanding the factors that influence engagement in elementary students, especially in the context of using the Strength-Based Parenting approach and developing Academic Self-Efficacy. The results of this study can provide practical guidance for parents and educators in strengthening student engagement through positive parenting approaches and building academic self-confidence.]]>
<![CDATA[Role of Engaging Leadership in Work Engagement: Basic Psychological Needs Satisfaction as Mediator ]]>
<![CDATA[rohinsa, meilani]]>;
<![CDATA[Gunawan, Gianti]]>;
<![CDATA[Puspitasari, Indah]]>
<![CDATA[ Analitika: Jurnal Magister Psikologi UMA Vol. 16 No. 2 (2024): ANALITIKA DECEMBER ]]>
Publisher : <![CDATA[Universitas Medan Area ]]>
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DOI: 10.31289/analitika.v16i2.11210
<![CDATA[The most important asset of an organization is its human resources. A situation where employees have an emotional and intellectual commitment to the organization or have work engagement is a condition that is highly expected by all organizations. This research aims to examine the role of engaging leadership on work engagement, mediated by basic psychological needs. This research involved a total of 140 participants (men= 73; women= 67) who were private employees in the city of Bandung. The average age of male respondents was 36.8 years and female were 33.9 years. In this research, three measuring instruments were used, namely, the utrech work engagement scale, the basic psychological needs satisfaction scale, and the engaging leadership scale. The results of the mediation test showed that the mediation that occurred was partial. This means that engaging leadership shows its role in work engagement, with or without being mediated by the fulfillment of basic psychological needs. These findings provide a scientific contribution to the field of work engagement studies which explains the relationship dynamics of how engaging leadership can make employees more engaged at work. The practical implications of this research can be in the form of company efforts to develop the ability of leaders to provide empowering, connecting, strengthening and inspiring support to their subordinates, to increase the work engagement of their subordinates.]]>
<![CDATA[Academic buoyancy training to improve school engagement for high school students in Cimahi ]]>
<![CDATA[Yosi, Alicia]]>;
<![CDATA[Savitri, Jane]]>;
<![CDATA[Rohinsa, Meilani]]>
<![CDATA[ Jurnal Psikologi Terapan dan Pendidikan Vol. 6 No. 2 (2024): November ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
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DOI: 10.26555/jptp.v6i2.29832
<![CDATA[High school students are more susceptible to feelings of boredom in their learning due to the increasingly complex academic expectations that arise during adolescence, which can lead to a decrease in school engagement among students. This study aims to determine the impact of academic buoyancy training on enhancing school engagement. The research employed an experimental method utilizing a purposive sampling technique to select a sample of 37 grade XI students from Santa Maria 3 High School in Cimahi City, all of whom exhibited low levels of school engagement. The intervention consisted of academic buoyancy training provided to 18 low-engaged students, while 19 students were assigned to a control group. Following the intervention, school engagement data were analyzed using the SPSS 25.0 software, employing differential test analysis techniques, specifically the Mann-Whitney U and Wilcoxon Rank statistical tests. The results indicated that the academic buoyancy training intervention significantly improved school engagement among high school students. Furthermore, the effect size analysis revealed that the academic buoyancy training intervention had a moderate impact on enhancing school engagement in this population.]]>
<![CDATA[Improving elementary school students’ self-regulated learning through growth mindset psychoeducation ]]>
<![CDATA[Alexander, Angelita Asafani]]>;
<![CDATA[Rohinsa, Meilani]]>;
<![CDATA[Megarini, M. Yuni]]>
<![CDATA[ Jurnal Psikologi Pendidikan dan Konseling: Jurnal Kajian Psikologi Pendidikan dan Bimbingan Konseling VOLUME 10 NUMBER 2 DECEMBER 2024 ]]>
Publisher : <![CDATA[Program Studi bimbingan Konseling PPs UNM Makassar ]]>
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DOI: 10.26858/jppk.v10i2.66308
<![CDATA[This study examines the effectiveness of growth mindset psychoeducation using a quasi-experimental one-group pretest-posttest design involving 18 sixth-grade students at "X" elementary school, Bandung. Results showed significant improvement in self-regulated learning (SRL) forethought (Z = -2,74 p < 0,05) and a significant influence of growth mindset on SRL (R² = 0,636 F = 27,97 p < 0,01). This study provides insight that growth mindset can enhance forethought phase, helping students facing transition. Elementary school students should apply growth mindset strategies, such as setting SMART goals, while schools should support these efforts. Future research should include control groups and parental perspectives.]]>
<![CDATA[Pemenuhan Kebutuhan Psikologis Dasar sebagai Mediator antara Dukungan Dosen dan Academic Buoyancy ]]>
<![CDATA[Rohinsa, Meilani]]>;
<![CDATA[Maria Yuni Megarini]]>;
<![CDATA[Trisa Genia Zega]]>
<![CDATA[ Jurnal Penelitian dan Pengembangan Pendidikan Vol. 7 No. 2 (2023): Juli ]]>
Publisher : <![CDATA[LPPM Undiksha ]]>
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DOI: 10.23887/jppp.v7i2.54970
<![CDATA[While adapting to the hybrid learning system, students often encounter various obstacles. It takes the ability to overcome it, or what is known as academic buoyancy. This study aims to analyze the role of essential psychological fulfillment as a mediator in the relationship between lecturer support and student academic buoyancy when carrying out hybrid learning. This type of research is quantitative research using an explanatory research approach. Data was collected through survey techniques carried out online using a Google form for two weeks. This study uses statistical analysis of mediation using the Heyes Process Macro. The results of the mediation analysis of 115 participants show that fulfillment of basic psychological needs partially mediates the relationship between lecturer support and academic buoyancy. Lecturer support is proven to have a direct influence on academic buoyancy. Partial mediation also shows that the fulfillment of basic psychological needs is also confirmed to play a psychological factor in explaining how lecturer support can affect academic buoyancy. Completion of these psychological needs will then affect the increase in academic buoyancy. It was concluded that the role of fulfilling basic psychological needs in bridging the relationship between lecturer support and academic buoyancy. Therefore, the implication of this research is the development of interventions with the target of manipulating support from lecturers to meet students' basic psychological needs.]]>
<![CDATA[The Relationship Between Growth Mindset and Self-Efficacy of Nurses at Hospital 'X' in Bandung during The COVID-19 Pandemic ]]>
<![CDATA[C. Zega, Trisa Genia]]>;
<![CDATA[Megarini C., Yuni]]>;
<![CDATA[Rohinsa, Meilani]]>;
<![CDATA[Mario, Christopher]]>
<![CDATA[ Eduvest - Journal of Universal Studies Vol. 5 No. 4 (2025): Eduvest - Journal of Universal Studies ]]>
Publisher : <![CDATA[Green Publisher Indonesia ]]>
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DOI: 10.59188/eduvest.v5i4.51065
<![CDATA[The COVID-19 pandemic has placed extraordinary demands on nurses, increasing their workload and emotional pressure, particularly at Hospital "X" in Bandung. Nurses faced overwhelming challenges requiring clinical skills and strong psychological resilience, including self-efficacy and a growth mindset. However, research exploring the relationship between these two psychological constructs among healthcare professionals remains limited. This study aims to examine the relationship between growth mindset and self-efficacy among nurses during the COVID-19 pandemic. A non-experimental quantitative approach was employed using a correlational method, with data collected via online questionnaires distributed to 233 nurses. Measurement tools included the Generalized Self-Efficacy Scale (GSES) and a Mindset Assessment adapted from Dweck's instrument. The data were analyzed using Pearson correlation through SPSS. The results revealed a significant but weak positive correlation (r = 0.284; p < 0.01) between growth mindset and self-efficacy among nurses. These findings suggest that although belief in the ability to grow (growth mindset) supports confidence in task performance (self-efficacy), the relationship is not strong, indicating that other factors may also influence self-efficacy. The study implies that interventions to strengthen both mindset and self-efficacy could enhance nurses' resilience and performance, particularly during health crises or highly stressful working conditions.]]>
<![CDATA[Peran Self-Regulated Learning Sebagai Mediator Dalam Hubungan Self-Efficacy dan Prokrastinasi Akademik pada Mahasiswa ]]>
<![CDATA[Cahyono, Maria Yuni Megarini]]>;
<![CDATA[Rohinsa, Meilani]]>;
<![CDATA[Zega, Trisa Genia C.]]>
<![CDATA[ SENTRI: Jurnal Riset Ilmiah Vol. 4 No. 7 (2025): SENTRI : Jurnal Riset Ilmiah, Juli 2025 ]]>
Publisher : <![CDATA[LPPM Institut Pendidikan Nusantara Global ]]>
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DOI: 10.55681/sentri.v4i7.4299
<![CDATA[To reduce academic procrastination, students need confidence in their ability to face problems and take the actions needed to complete tasks to get the expected results. Solomon and Rothblum (1984) define academic procrastination as the postponement of important academic tasks, such as preparing for exams, completing assignments, taking care of university administration and attending classes. To reduce academic procrastination, self-efficacy is needed to cope with problems and take the necessary steps to complete the task and achieve the desired results (Bandura, 1997). In their research, Klassen et al (2008) found that low self-regulatory self-efficacy predicts high academic procrastination. Individuals with low self-regulatory learning tend to procrastinate, as self-regulatory ability is an important factor affecting the emergence of procrastination behavior in students (Steel, 2007). The results of this study show that self-regulated learning has an important role that is negative, with the understanding that the large role of self-regulated learning has an impact on reducing the level of academic procrastination, and the low role of self-regulated learning has an impact on increasing academic procrastination.]]>
