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EFEKTIVITAS PROGRAM ‘LAMPU LALU LINTAS MAKANKU’ TERHADAP KONTROL DIRI PADA ANAK OBESITAS Nabila Syafira Audi Syahroel; Rose Mini Agoes Salim; Pratiwi Widyasari
Seurune : Jurnal Psikologi Unsyiah Vol 2, No 2: Juli 2019
Publisher : Program Studi Psikologi, Fakultas Kedokteran, Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/s-jpu.v2i2.14205

Dalam Riset Kesehatan Dasar 2013 di Indonesia, permasalahan gizi pada anak salah satunya adalah angka obesitas yang masih tinggi. Angka kejadian obesitas ini secara global akan meningkat dengan prediksi mencapai 9,1% atau sebanyak 60 juta anak pada tahun 2020. Obesitas tidak hanya merugikan secara fisik tetapi juga secara psikologis. Permasalahan psikologis yang dialami oleh anak-anak obesitas adalah body image discontent atau ketidakpuasan anak terhadap bentuk tubuhnya. Hal ini dapat terjadi sejak usia dini dikarenakan perlakuan bully dari pihak keluarga ataupun teman mengenai bentuk tubuhnya. Salah satu faktor yang berperan dalam kejadian obesitas adalah minimnya kontrol diri terkait perilaku makan. Perilaku makan yang dimaksud adalah mengonsumsi makanan yang tidak sehat (tinggi kalori) atau mengonsumsi makan dalam jumlah yang berlebihan. Penelitian ini dilakukan dengan tujuan untuk memperbaiki kemampuan kontrol diri terkait perilaku makan pada anak obesitas usia 6 – 8 tahun. Teknik yang digunakan adalah dengan menggunakan metode penggolongan makanan (berdasarkan jenis, porsi, dan frekuensi) mengikuti aturan warna lampu lalu lintas yang disebut dengan ‘Lampu Lalu Lintas Makanku’. Penelitian ini menggunakan desain before-after experimentaldan dianggap dapat memperbaiki kontrol diri terkait perilaku makan pada anak obesitas usia 6 – 8 tahun dinilai dari perbaikan skor pre test dan post test partisipan.

IMPULSIVITAS SISWA SEKOLAH MENENGAH: PERAN MINDFULNESS DAN SELF-CONTROL Nurida, Ulfa; Widyasari, Pratiwi
JURNAL PSIKOLOGI INSIGHT Vol 4, No 1 (2020)
Publisher : Program Studi Psikologi Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/insight.v4i1.24603

This research aims to determine the psychometric properties of MDS3 (Marylands Safety and Supportive School) school climate measurement tools which are adapted in Indonesian to high school students. The study participants consisted of 200 public and private high school students in Bandung. The MDS3 instrument in the English version translated into Indonesian consists of 56 items that have three dimensions namely Safety, Engagement and Environment. Psychometric analyzes such as item-total correlation, Alpha reliability, and exploratory factor analysis were performed as empirical evidence of the psychometric quality of this instrument. The results of this study indicated that the reliability of this instrument is high, 0.881 with item discrimination power or total-item correlations that are relatively weak in the Safety Dimension. Exploratory factor analysis also showed unsatisfactory results on the Safety dimension because many items are different from the model of the factor structure of school climate measurement tools. The lack of fit models used in factor analysis could be due to inadequate or insufficient samples because only at state high schools, while only one respondent came from private high schools. Adding samples and repairing items needs to be done to improve the quality of the Indonesian version of the MDS3.

The mediating effect of emotion regulation on the mindfulness and impulsivity of high school students Lokita, Karisa Elisabeth; Siahaan, Frieda Maryam Mangunsong; Widyasari, Pratiwi
Psikohumaniora: Jurnal Penelitian Psikologi Vol. 6 No. 2 (2021)
Publisher : Faculty of Psychology and Health - Universitas Islam Negeri Walisongo Semarang

Impulsivity increases the risk of addiction and negatively affects academic performance. One-way high school students can manage impulsivity is through mindfulness skills, in which the relationship between mindfulness and impulsivity can be mediated by emotion regulation. This study aims to establish whether emotion regulation plays a mediating role in the relationship between mindfulness and impulsivity in high school students. Quantitative research was conducted through mediation analysis using Hayes' PROCESS program. The Mindfulness Attention Awareness Scale (MAAS) was used to measure mindfulness; impulsivity was measured using the Barratt Impulsiveness Scale 11 (BIS-11); and emotional dysregulation using the Difficulties in Emotion Regulation Scale (DERS). The participants were 390 high school students in Indonesia aged 15-18. The results show that emotion regulation partially mediated the relationship between mindfulness and impulsivity (ab = -.11, SE = 0.02, 95% CI [-0.16, -0.07]). Mindfulness was found to improve emotion regulation skills and reduce impulsivity in high school students. The implications of the study are important in helping adolescents manage impulsivity, as they are at an age that is prone to risk taking. The use of mindfulness in schools could help manage emotional and behavioral problems in adolescents at high school age.

Mindfulness dan Implikasinya dalam Penetapan Tujuan pada Mahasiswa Program Sarjana Rachmawati, Eka Mitra; Widyasari, Pratiwi
Jurnal Ilmiah Pendidikan dan Pembelajaran Vol. 5 No. 2 (2021): Juli 2021
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jipp.v5i2.35567

Mahasiswa berada pada masa penting yang berdampak bagi masa depannya, penetapan tujuan menjadi salah satu hal yang akan membantu keberhasilan mahasiswa program sarjana. Penelitian ini bertujuan untuk menganalisis mindfulness dan implikasinya dalam penetapan tujuan pada mahasiswa program sarjana. Jenis penelitian ini merupakan penelitian korelasi dengan metode studi non-eksperimental. Desain dalam penelitian ini merupakan cross-sectional study. Metode pengumpulan data melalui menyebarkan kuesioner untuk mengambil data sebanyak satu kali kepada mahasiswa yang berbeda. Teknik aanalisis menggunakan pendekatan kuantitatif. Sampel penelitian dipilih menggunakan metode convenience sampling. Hasil penelitian menunjukkan kedua variabel memiliki hubungan yang signifikan (r=0,186, p<0,01). Nilai R2 = 0,034 (SE = 0,401) yang menunjukkan bahwa sebesar 3,4% variasi penetapan tujuan dapat dijelaskan oleh variasi kondisi mindfulness pada mahasiswa. Diketahui pula bahwa model regresi ini memiliki nilai F(1, 196) = 6, 928 dan t=2,632; p<0,01 dengan β=0,185. Hasil ini menunjukkan bahwa mindfulness dapat berperan sebagai prediktor penetapan tujuan. Jika dituliskan dalam persamaan regresi, maka formula model regresi adalah Y = 2,632 + 0,095 Mindfulness. Hal tersebut menunjukkan setiap kenaikan kondisi mindfulness pada mahasiswa akan meningkatkan penetapan tujuan sebesar 0,095. Mindfulness memiliki hubungan yang positif signifikan dengan penetapan tujuan. Implikasi penelitian ini dapat memberikan dampak kepada mahasiswa dalam meningkatkan keberhasilan mahasiswa dalam menyelesaikan studi di perguruan tinggi.

The Role of Self-Compassion as A Moderating Variable : Perception of Competitiveness on The Impostor Phenomenon Among First-Year College Students Gita Dwi Praramadhanti; Pratiwi Widyasari
Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Vol 11, No 1 (2025): March
Publisher : Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v11i1.14093

This study aims to analyze the moderating role of self-compassion on the relationship between the perception of a competitive environment and the impostor phenomenon in a sample of 215 first-year college students in Indonesia. The study employed a quantitative approach and the data were collected using an online questionnaire consisting of three measuring instruments: Perceived Competitiveness Questionnaire (PCQ), Clance Impostor Phenomenon Scale (CIPS), and Self-Compassion Scale (SCS). Correlation analysis and moderated regression analysis were performed to test the hypotheses of the study. This study shows that the perception of competitiveness was negatively correlated with the impostor phenomenon. Additionally, self-compassion has a significant negative correlation with feelings of being an impostor. This research also reveals that self-compassion positively moderates the relationship between the perception of competitiveness and the impostor phenomenon. These findings emphasize the importance of self-compassion as a protective factor in mitigating the negative impacts of competitive academic settings and reducing potential impostor phenomenon by empowering college students with resilience and greater confidence.

Mindfulness Practices and Attention Control in Early Childhood and Primary Education: A Review Jarar, Syeda Parsa; Widyasari, Pratiwi
Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini Vol. 9 No. 4 (2025)
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/obsesi.v9i4.6780

Mindfulness-based interventions (MBIs) have gained recognition for enhancing attention control in early childhood education, helping students sustain focus, filter distractions, and regulate cognitive effort. While previous research highlights short-term benefits, gaps remain regarding long-term effectiveness, real-world implementation, and comparative efficacy against other attention-enhancing strategies. This review synthesizes findings on the impact of mindfulness on sustained, selective, and executive attention, bridging the gap between controlled experiments and classroom applications. A narrative review approach was employed, analysing peer-reviewed studies published between 2013 and 2024 from Medline, Google Scholar, ERIC, PsycINFO, and Scopus. Studies were selected based on predefined criteria; prioritizing research conducted in early educational settings. Findings indicate that mindfulness strengthens neural pathways related to executive function, leading to improved focus, impulse control, and cognitive flexibility. Programs like the Mindful Schools Curriculum and Kindness Curriculum have demonstrated positive effects, yet barriers such as teacher training gaps, limited classroom time, and intervention variability hinder widespread adoption. This review emphasizes the need for longitudinal studies, cross-cultural comparisons, and the integration of digital mindfulness tools. While mindfulness offers promise as an educational strategy, further research is required to assess its scalability and long-term impact on attention control and learning outcomes.

The Effectiveness of a Self-Determination Psychoeducational Program for Student with Intellectual Disability Primadani, Vilia Azhar Chinta; Widyasari, Pratiwi
Psikostudia : Jurnal Psikologi Vol 13, No 2 (2024): Volume 13, Issue 2, Juni 2024
Publisher : Program Studi Psikologi, Fakultas Ilmu Sosial dan Ilmu Politik, Universitas Mulawarman

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30872/psikostudia.v13i2.15015

Intellectual disability is characterized by a deficit within an individual's intellectual and adaptive abilities. Young adults (18-25 years old) with intellectual disability are hampered in managing executive functions, such as planning, goal setting, or problem-solving abilities, which might hinder their life functioning during the transition to adulthood and post-school. There is a need for training on abilities which can facilitate individuals within this transition period, one of which is the ability of self-determination. This research aims to see the effectiveness of SDLMI (Self-Determined Learning Model of Instruction) program toward self-determination skills of an 18-year-old individual with intellectual disability. The method applied is a single subject pre-post test design, measured using knowledge evaluation and SDI:SR (Self-Determination Inventory: Students' Report). The results showed an increase in the subject's understanding and belief in their self-determination abilities. Apart from that, the subject was able to set goals and plan to achieve those goals. Even so, the subject still needed assistance in implementing the plans that have been prepared. This study implies the importance to practice self determination abilities for individuals with intellectual disability, accompanied by a structured collaboration and guidance from educational institutions and family.Disabilitas intelektual ditandai dengan adanya defisit pada kemampuan intelektual dan adaptif pada individu. Penyandang disabilitas intelektual yang berusia dewasa muda (18-25 tahun) terkendala dalam pengelolaan fungsi eksekutif yang melibatkan kemampuan perencanaan, penetapan tujuan, ataupun pemecahan masalah, dimana, hal ini dapat menghambat keberfungsian hidup mereka pada masa transisi menuju fase dewasa dan pasca sekolah. Diperlukan adanya pelatihan pada kemampuan yang dapat memfasilitasi individu dalam masa transisi tersebut, salah satunya adalah kemampuan determinasi diri. Penelitian ini bertujuan untuk melihat efektivitas program SDLMI (Self-Determined Learning Model of Instruction) terhadap kemampuan determinasi diri penyandang disabilitas intelektual berusia 18 tahun. Adapun metode yang digunakan adalah desain subjek tunggal pre-post test dengan pengukuran evaluasi pengetahuan dan SDI:SR (Self-Determination Inventory: Students' Report). Hasil penelitian menunjukkan adanya peningkatan dalam pemahaman serta keyakinan subjek terhadap kemampuan determinasi diri. Selain itu, subjek mampu untuk menetapkan tujuan serta melakukan perencanaan untuk mencapai tujuan tersebut. Meskipun begitu, subjek masih memerlukan adanya pendampingan dalam menerapkan perencanaan yang telah disusun. Adapun implikasi dari penelitian ini adalah untuk melatih kemampuan determinasi diri individu penyandang disabilitas intelektual, yang disertai dengan adanya kolaborasi dan bimbingan terstruktur dari institusi pendidikan dan keluarga.

Dialogic Reading Strategy for Billingual Child with Language Difficulties Novara, Annisa Ainina; Widyasari, Pratiwi
Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini Vol. 7 No. 6 (2023)
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/obsesi.v7i6.5451

Development of language skills is an important factor in determining children's school readiness. However, problems in language development and communication in early childhood are common. Difficulties in children's language development can have impacts on social engagements, familial dynamics, and scholastic accomplishments. This study aims to assess the efficacy of dialogic reading intervention programs to enhance oral language skills in bilingual children with language difficulties. This study used a quasi-experimental research method, focused on a single participant, utilizing observation for data collection. Quantitative descriptive analysis was employed for data interpretation. The outcomes of this study found that the dialogic reading intervention program was effective in improving children's oral language skills as seen from the number of word responses on pretest and posttest. These findings can provide valuable insights for parents and educators in developing strategies to foster children's oral language skills

The mediating effect of emotion regulation on the mindfulness and impulsivity of high school students Lokita, Karisa Elisabeth; Siahaan, Frieda Maryam Mangunsong; Widyasari, Pratiwi
Psikohumaniora: Jurnal Penelitian Psikologi Vol. 6 No. 2 (2021)
Publisher : Faculty of Psychology and Health - Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/pjpp.v6i2.8953

Impulsivity increases the risk of addiction and negatively affects academic performance. One-way high school students can manage impulsivity is through mindfulness skills, in which the relationship between mindfulness and impulsivity can be mediated by emotion regulation. This study aims to establish whether emotion regulation plays a mediating role in the relationship between mindfulness and impulsivity in high school students. Quantitative research was conducted through mediation analysis using Hayes' PROCESS program. The Mindfulness Attention Awareness Scale (MAAS) was used to measure mindfulness; impulsivity was measured using the Barratt Impulsiveness Scale 11 (BIS-11); and emotional dysregulation using the Difficulties in Emotion Regulation Scale (DERS). The participants were 390 high school students in Indonesia aged 15-18. The results show that emotion regulation partially mediated the relationship between mindfulness and impulsivity (ab = -.11, SE = 0.02, 95% CI [-0.16, -0.07]). Mindfulness was found to improve emotion regulation skills and reduce impulsivity in high school students. The implications of the study are important in helping adolescents manage impulsivity, as they are at an age that is prone to risk taking. The use of mindfulness in schools could help manage emotional and behavioral problems in adolescents at high school age.

The Role of Self-Compassion as A Moderating Variable : Perception of Competitiveness on The Impostor Phenomenon Among First-Year College Students Praramadhanti, Gita Dwi; Widyasari, Pratiwi
Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 11 No. 1 (2025): March
Publisher : LPPM Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v11i1.14093

This study aims to analyze the moderating role of self-compassion on the relationship between the perception of a competitive environment and the impostor phenomenon in a sample of 215 first-year college students in Indonesia. The study employed a quantitative approach and the data were collected using an online questionnaire consisting of three measuring instruments: Perceived Competitiveness Questionnaire (PCQ), Clance Impostor Phenomenon Scale (CIPS), and Self-Compassion Scale (SCS). Correlation analysis and moderated regression analysis were performed to test the hypotheses of the study. This study shows that the perception of competitiveness was negatively correlated with the impostor phenomenon. Additionally, self-compassion has a significant negative correlation with feelings of being an impostor. This research also reveals that self-compassion positively moderates the relationship between the perception of competitiveness and the impostor phenomenon. These findings emphasize the importance of self-compassion as a protective factor in mitigating the negative impacts of competitive academic settings and reducing potential impostor phenomenon by empowering college students with resilience and greater confidence.

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