Articles
<![CDATA[Gambaran Intensi Guru dalam Menerapkan Pendidikan Seksualitas pada Siswa Kelas IV-VI SD N di Jakarta ]]>
<![CDATA[Sylvia Febrianti]]>;
<![CDATA[Margaretha Purwanti]]>
<![CDATA[ Provitae: Jurnal Psikologi Pendidikan Vol. 11 No. 1 (2018): Provitae: Jurnal Psikologi Pendidikan ]]>
Publisher : <![CDATA[Fakultas Psikologi Universitas Tarumanagara ]]>
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DOI: 10.24912/provitae.v11i1.1867
<![CDATA[The exposure to matters related to sexuality and pornography makes sexuality education for elementary students an important thing to do. The goals are to equip and empower young people with the information, skills and positive values, and to make young people understand and responsible for their sexuality health and wellbeing. Cases relating to the issue of sexuality have begun to appear in students of grade 4-6 at SD N, but teachers appear not to have fully applied sexuality education to their students. This study aims to get an idea about teacher’s intention, included teacher’s attitude toward behavior, subjective norm, and perceived behavior control in teaching sexuality to grade 4-6 students. The research design used in this study is mixed-method design. The number of participants of this study are 20 people (50% male and 50% female) with age range from 24 years old to 42 years old. The results showed that the majority of teachers (55%) have moderate intention, high attitude toward behavior (80%), moderate subjective norm (80%) and moderate perceived behavior control (65%). The results also showed that only perceived behavior control has a significant relationship with the intention (r= .617, p<0.05).]]>
<![CDATA[Gambaran Empati Siswa Reguler terhadap Siswa Berkebutuhan Khusus di SMA Inklusi ]]>
<![CDATA[Juanita Putrianawati]]>;
<![CDATA[Margaretha Purwanti]]>
<![CDATA[ Provitae: Jurnal Psikologi Pendidikan Vol. 12 No. 1 (2019): Provitae: Jurnal Psikologi Pendidikan ]]>
Publisher : <![CDATA[Fakultas Psikologi Universitas Tarumanagara ]]>
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DOI: 10.24912/provitae.v12i1.5053
<![CDATA[This study aims to investigate the regular students’ empathy to special needs students in inclusion senior high school. Special needs children are children who are significantly different in important dimensions of their human function or have disabilities. While disability itself is interpreted as the inability to do something like other people do. The method in this study was explanatory sequential method design, used Interpersonal Reactivity Index measuring instrument (IRI). IRI is a test tool to measure one’s empathy which consists of 28 personal reflection points, where each item covers specific aspects of empathy. Data retrieval was depended by two interviewee group. Research participants comprised 496 regular students grade X, XI, and XII SMA X in East Jakarta area. The research finding showed that 75 participants (15.1%) had empathy in low category, 339 participants (68.35%) were in the moderate category, and 82 participants (16.5%) had a high level of empathy. Most of the participant with low empathy were male, have no relatives/acquaintances with special needs children, and have no desire to understand special needs children because they felt it difficult to understand others. Participants with a high level of empathy have experience struggling to adjust to the new school environment and they got an education to respect others at home, and most have a family/acquaintance with special needs children.]]>
<![CDATA[Readiness for Change Guru terkait Perubahan Metode Pembelajaran di Masa Pandemi Covid-19 ]]>
<![CDATA[Carolina Dindy Dwi Miranti]]>;
<![CDATA[Margaretha Purwanti]]>
<![CDATA[ Journal of Psychological Science and Profession Vol 7, No 2 (2023): Jurnal Psikologi Sains dan Profesi (Journal of Psychological Science and Profess ]]>
Publisher : <![CDATA[Universitas Padjadjaran ]]>
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DOI: 10.24198/jpsp.v7i2.47310
<![CDATA[Pandemi Covid-19 tahun 2020—2022 memberikan banyak dampak pada sektor pendidikan, salah satunya adalah mengubah metode pembelajaran menjadi metode pembelajaran jarak jauh (PJJ). Setelah kurang lebih setahun berjalan sejak awal masa pandemi yaitu pada tahun 2021), implementasi PJJ ternyata banyak menimbulkan dampak negatif sehingga pemerintah mengubahnya menjadi pembelajaran tatap muka terbatas (PTM-T). Salah satu faktor terpenting dalam implementasi perubahan adalah mempersiapkan guru sebagai penggerak dalam pembelajaran, terlebih pada guru sekolah dasar. Penelitian ini dilakukan untuk mendapatkan gambaran readiness for change guru sekolah dasar di Jabodetabek terkait perubahan dari PJJ ke PTM-T pada tahun 2022. Pendekatan yang digunakan dalam penelitian ini adalah mixed methods. Data kuantitatif diperoleh melalui kuesioner readiness for change (RFC) yang dianalisis menggunakan teknik statistik Kruskal-Wallis untuk uji beda dimensi RFC, dan Mann-Whitney untuk menganalisis data demografis. Data kualitatif diperoleh melalui wawancara yang dilakukan kepada guru di Sekolah X. Hasil penelitian menunjukkan bahwa readiness for change berada pada kategori tinggi, yang artinya para guru memiliki kesiapan yang baik dalam menghadapi perubahan dari PJJ ke PTM-T. Meskipun secara keseluruhan readiness for change para guru berada pada tingkat yang tinggi, namun tingkatan per dimensinya berada pada kategori rendah, sedang, dan tinggi.]]>
<![CDATA[Students’ Aspiration and Motivational Goal: A Comparative Study Between Javanese and Sundanese Ethnicities ]]>
<![CDATA[Juliana Murniati]]>;
<![CDATA[Novita W. Sutantoputri]]>;
<![CDATA[Margaretha Purwanti]]>
<![CDATA[ ANIMA Indonesian Psychological Journal Vol. 29 No. 4 (2014): ANIMA Indonesian Psychological Journal (Vol. 29, No. 4, 2014) ]]>
Publisher : <![CDATA[Faculty of Psychology, Universitas Surabaya ]]>
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<![CDATA[The present study compared two ethnicities, Javanese and Sundanese, within the Indonesia context on their educational aspiration and motivational goals. High school students, 127 students from Javanese background and 285 students from Sundanese background participated in the study. Students’ educational aspirations had three dimensions: ambition (α = .748), enjoyment in school and life (α = .662), and importance of schooling to the future (α = .816); motivational goals had three dimensions: learning goals (α = .864), performance approach goals (α = .862), and performance avoidance goals (α = .709). The results for the Javanese participants showed that importance of schooling predicted students’ learning goals, enjoyment in school and life predicted performance approach and performance avoidance goals. The results for the Sundanese participants showed ambition and enjoyment in school and life dimensions predicted students’ learning goals. Students from Sundanese ethnic background had higher scores on ambition and importance of schooling to the future compared to Javanese students. They also had a higher score on learning goals than Javanese students.]]>
<![CDATA[DIFFERENCES IN ASSERTIVE COMMUNICATION OF YOUNG ADULTS WITH FOUR DIFFERENT TYPES OF PARENTING IN JABODETABEK ]]>
<![CDATA[Janice]]>;
<![CDATA[Purwanti, Margaretha]]>;
<![CDATA[Aisyah, Aireen Rhammy Kinara]]>
<![CDATA[ MANASA Vol. 12 No. 2 (2023): Desember, 2023 ]]>
Publisher : <![CDATA[Atma Jaya Catholic University of Indonesia ]]>
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DOI: 10.25170/manasa.v12i2.4744
<![CDATA[Hubungan dalam keluarga merupakan faktor penting dalam perkembangan individu. Pada saat individu memasuki masa dewasa muda, dibutuhkan kemampuan untuk melakukan komunikasi secara asertif guna beradaptasi menghadapi lingkungan yang baru. Oleh karena itu, peneliti ingin mengetahui perbedaan kemampuan komunikasi asertif dewasa muda dilihat dari jenis pola asuh orang tuanya. Metode penelitian yang digunakan adalah kuantitatif dengan uji Kruskall-Wallis. Partisipan penelitian ini berjumlah 147 orang. Peneliti membuat alat ukur yang mengacu pada teori pola asuh orang tua dari Baumrind (1971) dan alat ukur Functional Assertiveness Scale (FAS) oleh Mitamura (2017). Populasi dalam penelitian ini adalah dewasa muda usia 20 sampai 39 tahun yang berdomisili di Jabodetabek. Pengambilan sampel dilakukan dengan menggunakan teknik convenience sampling. Hasil penelitian menunjukkan tidak ada perbedaan yang signifikan pada kemampuan komunikasi asertif dewasa muda di Jabodetabek ditinjau dari jenis pola asuh orang tuanya. Pada penelitian ini ditemukan skor cukup tinggi pada kemampuan komunikasi asertif dewasa muda di Jabodetabek. Selain itu, ditemukan bahwa laki-laki memiliki kemampuan berkomunikasi asertif lebih tinggi dibandingkan perempuan melalui metode nonparametrik Mann-Whitney U Test. Saran penelitian ini adalah meneliti dewasa muda di luar Jabodetabek. Hal ini karena dugaan terkait nilai budaya conformity atau kepatuhan yang lebih tinggi pada wilayah rural di Indonesia.]]>
<![CDATA[Gambaran Self Efficacy Guru Sekolah Dasar dalam Pembelajaran yang Memanfaatkan Teknologi ]]>
<![CDATA[Chrysantha, Charlotte]]>;
<![CDATA[Purwanti, Margaretha]]>;
<![CDATA[Aisyah, Aireen Rhammy Kinara]]>
<![CDATA[ Suksma: Jurnal Psikologi Universitas Sanata Dharma Vol 5, No 2 (2024) ]]>
Publisher : <![CDATA[Fakultas Psikologi Universitas Sanata Dharma ]]>
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DOI: 10.24071/suksma.v5i2.8224
<![CDATA[Teachers are the pillars of education who are in direct contact with students, thus playing a crucial role in guiding and teaching them. To perform their duties well, teachers must have confidence in their abilities, also known as self-efficacy. In today's era, it is a requirement for teachers to integrate technology into their teaching, starting from the elementary education level. With the unique characteristics of elementary school students, teachers must be able to use technology appropriately in elementary education to prepare students for the future. This study aims to explore the self-efficacy of elementary school teachers in teaching with technology and the types of technology used. This research was conducted with a quantitative approach using descriptive methods. The sampling method used convenience sampling techniques and obtained 139 participants. The population of this study were elementary school teachers in grades 1-3 and were in the age range of 40-60 years. Data collection was carried out using teacher self-efficacy measuring instruments and processed with descriptive statistics. The test results of this measuring instrument show that this measuring instrument is valid and reliable. The research results show that teacher self-efficacy tends to be high. This means that in learning that utilizes technology, elementary school teachers can; (1) overcome the challenges faced; (2) managing learning effectively and efficiently; (3) designing learning methods according to student characteristics; (4) prepare students to face the future. The types of technology used by elementary school teachers are Google Classroom, Whatsapp, Webex, Power Points and Paint. Suggestions for further research are (1) considering the data collection techniques used (2) adding questions to participant data.]]>
<![CDATA[Gambaran Home Literacy Environment pada Anak Usia 3–6 Tahun di Kota Medan ]]>
<![CDATA[Ginting, Monalysa]]>;
<![CDATA[Purwanti, Margaretha]]>
<![CDATA[ Journal of Psychological Science and Profession Vol 8, No 2 (2024): Jurnal Psikologi Sains dan Profesi (Journal of Psychological Science and Profess ]]>
Publisher : <![CDATA[Universitas Padjadjaran ]]>
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DOI: 10.24198/jpsp.v8i2.53884
<![CDATA[Keterampilan literasi dan minat membaca masyarakat yang rendah masih menjadi tantangan bagi Indonesia, termasuk Medan sebagai salah satu kota besar. Penguatan fondasi literasi dimulai sejak anak berusia dini, yaitu keterampilan pramembaca dan menulis anak yang sering disebut sebagai emergent literacy. Keterampilan literasi dini ini dapat ditingkatkan melalui keterlibatan orang tua dalam menyediakan home literacy environment yang baik bagi anak. Studi ini bertujuan melihat gambaran dari home literacy environment yang dimiliki oleh anak berusia 3–6 tahun di Kota Medan. Penelitian ini menggunakan metode kuantitatif deskriptif dengan jumlah sampel sebanyak 398 partisipan. Pengambilan data dilakukan melalui pengisian kuesioner Home Literacy Environment yang dikembangkan oleh Buvaneswari dan Padakannaya (2017) berdasarkan lima dimensi dengan seluruh koefisien ɷ di atas .70. Adapun hasil penelitian menunjukkan mayoritas anak berusia 3–6 tahun di Kota Medan memiliki lingkungan fisik literasi, kebiasaan literasi orang tua, kebiasaan literasi anak, serta interaksi orang tua dan anak selama melakukan aktivitas literasi berada dalam kategori sedang, sedangkan keyakinan orang tua mengenai literasi berada dalam kategori tinggi. Meskipun demikian, home literacy environment belum cukup optimal karena kegiatan membaca masih minim dilakukan, baik oleh orang tua maupun anak. Peran sekolah masih dianggap lebih dominan untuk mengajarkan keterampilan literasi pada anak.]]>
<![CDATA[Teachers' perceptions of school climate in inclusive schools ]]>
<![CDATA[Pandia, Weny Savitry Sembiring]]>;
<![CDATA[Purwanti, Margaretha]]>
<![CDATA[ Psikohumaniora: Jurnal Penelitian Psikologi Vol. 4 No. 1 (2019) ]]>
Publisher : <![CDATA[Faculty of Psychology and Health - Universitas Islam Negeri Walisongo Semarang ]]>
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DOI: 10.21580/pjpp.v4i1.3357
<![CDATA[Teachers are important figures in forming the school climate, including in inclusive schools. Their perception will influence the learning process and indirectly affect students’ achievements. This study aimed to identify teachers’ perceptions of school climate in inclusive schools. Mixed method was used in this study. Quantitatively, questionnaires were given to 127 teachers from 2 inclusive vocational schools and 4 inclusive high schools in Jakarta, Bandung, and Surakarta, using accidental sampling technique. In each class, there were 2 – 3 students with special needs, which encompassed different types of disability such as physically disabled, low vision, slow learner, Attention Deficit Hyperactivity Disorder (ADHD) and autism. Qualitatively, school observations and interviews were conducted with 10 teachers. The results showed that their perceptions of the school climate in high schools and vocational schools tended to be positive although the knowledge and application of inclusive education still needed to be improved. There were differences in several perceptual aspects due to the duration of teaching and the type of school.]]>
<![CDATA[PERAN ACADEMIC SELF-EFFICACY DAN PEER SUPPORT TERHADAP ACADEMIC BURNOUT MAHASISWA PENULIS SKRIPSI ]]>
<![CDATA[Chandana Devi, Audrey]]>;
<![CDATA[Purwanti, Margaretha]]>;
<![CDATA[Aisyah, Aireen Rhammy Kinara]]>
<![CDATA[ MANASA Vol. 13 No. 2 (2024): DESEMBER 2024 ]]>
Publisher : <![CDATA[Atma Jaya Catholic University of Indonesia ]]>
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DOI: 10.25170/manasa.v13i2.5421
<![CDATA[Completing a thesis is a major academic milestone but often leads to fatigue, stress, and academic burnout. This study examined the roles of academic self-efficacy (an internal factor) and peer support (an external factor) in academic burnout among 7th-semester psychology students completing a 3.5-year thesis at Atma Jaya Catholic University of Indonesia. The study used a quantitative predictive design with 61 participants from the 2020 cohort. Data were collected using the Maslach Burnout Inventory–Student Survey (MBI-SS), The Academic Self-efficacy Scale, and the Peer Support Scale. Multiple linear regression analysis was conducted to assess the relationships among the variables. Results indicated that academic self-efficacy and peer support together significantly influenced academic burnout. Academic self-efficacy showed a significant negative contribution, while peer support had a negative but nonsignificant effect. Burnout levels among participants ranged from moderate to low, while academic self-efficacy and peer support levels were high. Future research could explore the relationship between 3.5-year thesis completion and positive psychological variables related to academic achievement at the Faculty of Psychology, Atma Jaya Catholic University of Indonesia.]]>
<![CDATA[Analisis Kompetensi Pedagogik Guru PAUD dalam Mengajar di Kelas Inklusi ]]>
<![CDATA[Athalia, Yolanda Sonya]]>;
<![CDATA[Purwanti, Margaretha]]>
<![CDATA[ Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini Vol. 9 No. 1 (2025) ]]>
Publisher : <![CDATA[LPPM Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/obsesi.v9i1.6857
<![CDATA[Guru Pendidikan Anak Usia Dini (PAUD) memiliki peran penting dalam memberikan stimulasi bagi perkembangan siswa di sekolah. Selama proses pembelajaran, guru memiliki berbagai tanggung jawab, terlebih ketika mengajar di sekolah inklusi, yang mana siswa tipikal dan atipikal belajar di satu kelas. Dengan adanya tanggung jawab yang lebih besar dibandingkan dengan guru kelas reguler, guru PAUD yang mengajar di kelas inklusi perlu memiliki kompetensi pedagogik yang baik. Penelitian ini bertujuan untuk memperoleh gambaran kompetensi pedagogik guru PAUD yang mengajar di kelas inklusi. Partisipan penelitian mixed method ini adalah empat orang guru. Pengambilan data dilakukan dengan mengisi alat ukur, wawancara, dan observasi. Hasil penelitian secara kuantitatif menunjukkan bahwa para guru memiliki kompetensi pedagogik yang tergolong baik. Namun, berdasarkan data kualitatif diketahui bahwa terdapat kebutuhan untuk meningkatkan pengetahuan terkait tipe anak berkebutuhan khusus, desain pembelajaran yang universal dan program pembelajaran individual, serta melatih kemampuan berkomunikasi positif.]]>
