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Pengaruh Perfeksionisme, Achievement Goal Orientation dan Jenis Kelamin Terhadap Prokrastinasi Akademik Mahasiswa Dluha, Muhammad Syamsud; Solicha, Solicha
TAZKIYA: Journal of Psychology Vol 6, No 1 (2018): TAZKIYA Journal of Psychology
Publisher : Fakultas Psikologi UIN Syarif Hidayatullah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/tazkiya.v6i1.11003

Penelitian ini bertujuan untuk mengetahui pengaruh variabel perfeksionisme, achievement goal orientation dan jenis kelamin terhadap prokrastinasi akademik pada mahasiswa UIN Syarif Hidayatullah Jakarta. Subjek pada penelitian ini berjumlah 220 mahasiswa UIN Syarif Hidayatullah Jakarta yang diambil dengan teknik accidental sampling. Hasil penelitian menunjukkan bahwa ada pengaruh dari socially prescribe perfectionism terhadap prokrastinasi akademik pada mahasiswa UIN Syarif Hidayatullah Jakarta sebesar 14.5%. Mahasiswa yang mendapat tuntutan kesempurnaan terlalu tinggi oleh orang-orang di sekitarnya cenderung melakukan penundaan dalam tugas-tugas akademik.

Faktor-Faktor Yang Mempengaruhi Perilaku Menyontek Pada Pelajar Dan Mahasiswa Di Jakarta Septian Dwi Cahyo; Solicha Solicha
JP3I (Jurnal Pengukuran Psikologi dan Pendidikan Indonesia) Vol 6, No 1 (2017): JP3I
Publisher : Fakultas Psikologi UIN Syarif Hidayatullah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/jp3i.v6i1.8156

Academic cheating occurs in the educational institution around the world. In Indonesia, cheating occurs in every education level, started from elementary school, middle school,until high education institution. This research tried to find the effect of attitude; organizational, nonorganizational, and intrinsic religiosity; extracurricular activity; education level and gender; on academi ccheating at middle school and university students In Jakarta. The sample of this research was 310 junio rhigh school, 328 senior high school ,and 415 university students with total number of sample was 1053. The result of this research using multiple regression analysis showed that all independent variables significant on academic cheating with total variance given to the model was 41,30%, and another 53,30% was influenced by other factor outside this research. Analysis using each variable found that attitude and education level significant on academic cheating; whereas three dimensions of religiosity (organizational, nonorganizational, and intrinsic), extracurricular activity, and gender was not significant on academiccheating. Perilaku menyontek marak terjadi dalam dunia pendidikan di seluruh dunia. Di Indonesia, perilaku menyontek terjadi pada seluruh tingkat pendidikan,baik sekolah dasar, menengah, hingga perguruan tinggi. Penelitian ini mencoba untuk mengetahui pengaruh sikap, religiusitas dimensi organizational, nonorganizational, dan intrinsic, kegiatan ekstrakurikuler, tingkat pendidikan dan jenis kelamin terhadap perilaku menyonyek padapelajar dan mahasiswa di Jakarta. Responden dalam penelitian ini berjumlah1.053 orang yang terdiri dari 310 pelajar tingkat SMP, 328 pelajar tingkat SMA, dan 415 mahasiswa perguruan tinggi. Hasil penelitian menggunakan analisis regresi berganda menunjukkan bahwa seluruh variabel yang digunakan berpengaruh signifikan terhadap perilaku menyontek dengan proporsi varians sebesar 41,30%, sedangkan sisanya dipengaruhi olehvariabel lain di luar penelitian. Sementara, hasil analisis masing-masing variabel secara terpisah menunjukkan bahwa variabel sikap dan tingkat pendidikan berpengaruh signifikan terhadap perilaku menyontek; sedangkan, tiga dimensi religiusitas (organizational, nonorganizational danintrinsic), kegiatan ekstrakurikuler, serta jenis kelamin tidak signifikanterhadap perilaku menyontek. DOI: 10.15408/jp3i.v6i1.8156

Faktor-Faktor Yang Mempengaruhi Moral Disengagement Remaja Zukhrufi Aprilia; Solicha Solicha
‎‎‎TAZKIYA Journal of Psychology Vol 1, No 1 (2013): TAZKIYA Journal of Psychology
Publisher : Fakultas Psikologi UIN Syarif Hidayatullah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/tazkiya.v18i1.9236

This research was conducted in order to know factors influencing moral disengangementamong adolescents. This research used quantitative approach with multiple regressionanalysis as tool of study. Number of samples was 270 students of SMAN 6 Jakarta with nonprobabilitysampling as technique. In this research tools of data collecting (Mechanisms ofMoral Disengangement Scale, The Measures of Life Attitudes Scale, Self-importance of MoralIdentity Scale, Interpersonal Reactivity Index (IRI) and The Multidimensional MultiattributionCausality Scale (MMCS) was modified. The research showed that sex, traitcynism, moral identity, emphaty and locus of control had significant influence toward moraldisengangement. Test of minor hypothesis was conducted and it showed that of fourindividual characteristic only locus of control influenced toward moral disengangementparticularly chance and context dimensions of external locus of control and effort dimension ofinternal locus of control, whereas trait cynism, internalization, emphatic concern scale,perspective taking and internal locus of control (ability) had no impact on moraldisengangement. The research also showed that male students have higher moraldisengangement than female students.

Resiliensi penyandang tuna daksa: pengaruh dukungan sosial dan gratitude dalam membentuk individu yang resilien Fristy Vidya Kusuma Ayudia; Solicha Solicha
‎‎‎TAZKIYA Journal of Psychology Vol 2, No 2 (2014): TAZKIYA Journal of Psychology
Publisher : Fakultas Psikologi UIN Syarif Hidayatullah Jakarta

Studi ini ingin menguji hubungan antara dukungan social dan rasa terima kasih terhadap resiliensi di kalangan orang-orang dengan disabilitas fisik. Pengukuran dukungan sosial, rasa terima kasih, dan resiliensi dilakukan pada 110 orang dewasa dengan disabilitas fisik di beberapa tempat di Jakarta. Peneliti berhipotesis bahwa aspek dari dukungan sosial dan rasa terima kasih akan mempengaruhi resiliensi. Data dianalisis dengan menggunakan analisis multiple regresi. Hasil menunjukkan bahwa dukungan sosial dan rasa terima kasih memberikan pengaruh positif terhadap resiliensi. Secara spesifik kontribusi terbesar diberikan oleh dukungan emosional dan rasa berlimpah. Implikasi dari temuan penelitian ini dalam menyediakan sebuah intervensi untuk meningkatkan tingkat resiliensi diantara orang dewasa yang memiliki keterbatasan fisik kembali di diskusikan.

Strategies to Improve Children's Ability to Recognize Shapes through Geometry Games Sirjon, Sirjon; Setyaningsih, Diana; Handasah, Rr Retno; Solicha, Solicha
ETDC: Indonesian Journal of Research and Educational Review Vol. 4 No. 3 (2025): June
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/ijrer.v4i3.3012

Difficulty in recognizing geometric shapes in early childhood at YPPK Bintang Kecil Kindergarten, Abepura, Jayapura City, can hinder children's cognitive development and readiness for future mathematics learning. This study aims to improve children's ability to recognize, differentiate, and classify geometric shapes through a game-based learning approach. Involving 12 children aged 5–6 years, this study followed the Kemmis and McTaggart model for classroom action research, which was carried out for two cycles, each consisting of three actions. Data were collected through observation and testing, then analyzed using descriptive qualitative methods. The results showed a significant increase in children's shape recognition skills, with an average score increasing from 49.30% in the pre-cycle to 91.67% at the end of the second cycle. This increase was supported by the use of intriguing and concrete media, varied learning methods adjusted to children's learning styles, and the integration of games into learning activities. We conclude that the geometry game-based learning approach effectively enhances geometric shape recognition in early childhood. Further research is recommended to apply similar strategies in various educational settings and explore the use of digital educational games to further improve learning outcomes.

Faktor-Faktor Yang Mempengaruhi Moral Disengagement Remaja Aprilia, Zukhrufi; Solicha, Solicha
TAZKIYA Journal of Psychology Vol. 1 No. 1 (2013): TAZKIYA Journal of Psychology
Publisher : Fakultas Psikologi UIN Syarif Hidayatullah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/tazkiya.v18i1.9236

This research was conducted in order to know factors influencing moral disengangementamong adolescents. This research used quantitative approach with multiple regressionanalysis as tool of study. Number of samples was 270 students of SMAN 6 Jakarta with nonprobabilitysampling as technique. In this research tools of data collecting (Mechanisms ofMoral Disengangement Scale, The Measures of Life Attitudes Scale, Self-importance of MoralIdentity Scale, Interpersonal Reactivity Index (IRI) and The Multidimensional MultiattributionCausality Scale (MMCS) was modified. The research showed that sex, traitcynism, moral identity, emphaty and locus of control had significant influence toward moraldisengangement. Test of minor hypothesis was conducted and it showed that of fourindividual characteristic only locus of control influenced toward moral disengangementparticularly chance and context dimensions of external locus of control and effort dimension ofinternal locus of control, whereas trait cynism, internalization, emphatic concern scale,perspective taking and internal locus of control (ability) had no impact on moraldisengangement. The research also showed that male students have higher moraldisengangement than female students.

Mediating Role of Self-Efficacy on the effect of social support and Employee Burnout when Working from Home (WFH) Solicha; Murniasih, Farhanah; Febriyani, Lavirni Salma
Jurnal Diversita Vol. 10 No. 1 (2024): JURNAL DIVERSITA JUNI
Publisher : Faculty of Psychology, Universitas Medan Area

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31289/diversita.v10i1.11837

Working from home (WFH) is considered beneficial in increasing productivity as it reduces the need to travel. However, WFH also has potential risks to mental health, such as burnout. This study aims to analyze the mediating role of self-efficacy in the relationship between social support and burnout in employees who do WFH. This research design uses quantitative, with a sample of 255 respondents who are dominated by women aged 18-30 years. The sampling technique used purposive sampling. Data collection used three questionnaires consisting of General Self-Efficacy Scale (Schwarzer & Jerusalem, 1995), Maslach Burnout Inventory General Survey (Maslach et al., 1996) and Social Support Scale adapted by Prijayanti (2015). Data analysis was conducted using Hayess' PROCESS Mediation Model. The results show that social support significantly affects burnout and self-efficacy significantly mediates the relationship between social support and burnout in employees working WFH. This finding confirms the importance of self-efficacy as a key mechanism that enables individuals to utilize existing social support to reduce the risk of burnout in WFH settings.

EFEKTIVITAS PROGRAM INTERVENSI “TEMAN” (TEKNIK EMOSI AMAN) DALAM MENGURANGI PERILAKU AGRESIF PADA ANAK SEKOLAH DASAR Rachmawati, Lucy; Nursadhrina, Ratu Abyanti; Ramadhani, Sabrina Indah Mulya; Faliha, Sahna Ainaya; Nurkhasanah, Siti; Prasetyo, Thasya Nofridayari; Solicha
JIP (Jurnal Intervensi Psikologi) Vol. 17 No. 2 (2025): JIP: Jurnal Intervensi Psikologi
Publisher : Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/intervensipsikologi.vol17.iss2.art2

ABSTRACT: This study aims to evaluate the effectiveness of the TEMAN (Teknik Emosi Aman) intervention program in enhancing emotional understanding and reducing aggressiveness among elementary school students. The study employed a pre-experimental design with a one-group pretest-posttest approach. The intervention involved 44 fifth-grade students through psychoeducation, group discussions, and role-play activities. Data analysis using the Paired Sample t-test. The pretest and posttest analysis showed a significant increase in emotion regulation ability, from a mean score of 9.50 to 14.70 (p = .000). In addition, aggression levels measured using the Buss–Perry Aggression Questionnaire (BPAQ) significantly decreased from 67.64 to 63,86 (p = .004). These findings indicate that the TEMAN intervention program is effective in helping students understand emotions, manage conflicts in a healthy manner, and reduce aggressive behavior. Implicitly, this study suggests that structured emotional regulation skills interventions can serve as practical tools for schools to foster a more positive and safe learning environment. The significance of these results lies in the empirical evidence that a brief, skills-based intervention can function as a strong preventive strategy, enabling schools to proactively disrupt early patterns of aggressive behavior and support students’ overall social–emotional well-being. Keywords: Aggressiveness, elementary school, emotion regulation, TEMAN Intervention. ABSTRAK: Penelitian ini bertujuan mengevaluasi efektivitas program intervensi TEMAN (Teknik Emosi Aman) dalam meningkatkan pemahaman dan pengelolaan emosi serta menurunkan agresivitas pada siswa sekolah dasar. Penelitian ini menggunakan desain pra-eksperimental dengan rancangan one-group pre-posttest. Partisipan melibatkan 44 siswa kelas 5 melalui pemberian psikoedukasi, diskusi kelompok, dan roleplay. Analisis data menggunakan Paired Sample t-test. Hasil menunjukkan peningkatan signifikan pada kemampuan pemahaman pengelolaan emosi, dari skor rata-rata 9.50 menjadi 14.70 (p = .000). Selain itu, tingkat agresivitas yang diukur menggunakan Buss–Perry Aggression Questionnaire (BPAQ) mengalami penurunan signifikan dari 67.64 menjadi 63.86 (p = .004). Temuan ini menunjukkan bahwa program intervensi TEMAN efektif membantu siswa memahami emosi, mengelola konflik secara sehat, dan mengurangi perilaku agresif. Secara implisit, studi ini mengindikasikan bahwa intervensi keterampilan regulasi emosi yang terstruktur dapat menjadi alat praktis bagi sekolah untuk menciptakan lingkungan belajar yang lebih positif dan aman. Signifikansi hasil ini terletak pada bukti empiris bahwa intervensi singkat berbasis keterampilan dapat menjadi strategi preventif yang kuat, memungkinkan sekolah untuk proaktif memutus siklus perilaku agresif sejak dini dan mendukung kesejahteraan sosial-emosional siswa secara menyeluruh. Kata kunci: Agresivitas, intervensi TEMAN, pengelolaan emosi, sekolah dasar.

EFEKTIVITAS PROGRAM INTERVENSI “TEMAN” (TEKNIK EMOSI AMAN) DALAM MENGURANGI PERILAKU AGRESIF PADA ANAK SEKOLAH DASAR Rachmawati, Lucy; Nursadhrina, Ratu Abyanti; Ramadhani, Sabrina Indah Mulya; Faliha, Sahna Ainaya; Nurkhasanah, Siti; Prasetyo, Thasya Nofridayari; Solicha
JIP (Jurnal Intervensi Psikologi) Vol. 17 No. 2 (2025): JIP: Jurnal Intervensi Psikologi
Publisher : Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/intervensipsikologi.vol17.iss2.art2

ABSTRACT: This study aims to evaluate the effectiveness of the TEMAN (Teknik Emosi Aman) intervention program in enhancing emotional understanding and reducing aggressiveness among elementary school students. The study employed a pre-experimental design with a one-group pretest-posttest approach. The intervention involved 44 fifth-grade students through psychoeducation, group discussions, and role-play activities. Data analysis using the Paired Sample t-test. The pretest and posttest analysis showed a significant increase in emotion regulation ability, from a mean score of 9.50 to 14.70 (p = .000). In addition, aggression levels measured using the Buss–Perry Aggression Questionnaire (BPAQ) significantly decreased from 67.64 to 63,86 (p = .004). These findings indicate that the TEMAN intervention program is effective in helping students understand emotions, manage conflicts in a healthy manner, and reduce aggressive behavior. Implicitly, this study suggests that structured emotional regulation skills interventions can serve as practical tools for schools to foster a more positive and safe learning environment. The significance of these results lies in the empirical evidence that a brief, skills-based intervention can function as a strong preventive strategy, enabling schools to proactively disrupt early patterns of aggressive behavior and support students’ overall social–emotional well-being. Keywords: Aggressiveness, elementary school, emotion regulation, TEMAN Intervention. ABSTRAK: Penelitian ini bertujuan mengevaluasi efektivitas program intervensi TEMAN (Teknik Emosi Aman) dalam meningkatkan pemahaman dan pengelolaan emosi serta menurunkan agresivitas pada siswa sekolah dasar. Penelitian ini menggunakan desain pra-eksperimental dengan rancangan one-group pre-posttest. Partisipan melibatkan 44 siswa kelas 5 melalui pemberian psikoedukasi, diskusi kelompok, dan roleplay. Analisis data menggunakan Paired Sample t-test. Hasil menunjukkan peningkatan signifikan pada kemampuan pemahaman pengelolaan emosi, dari skor rata-rata 9.50 menjadi 14.70 (p = .000). Selain itu, tingkat agresivitas yang diukur menggunakan Buss–Perry Aggression Questionnaire (BPAQ) mengalami penurunan signifikan dari 67.64 menjadi 63.86 (p = .004). Temuan ini menunjukkan bahwa program intervensi TEMAN efektif membantu siswa memahami emosi, mengelola konflik secara sehat, dan mengurangi perilaku agresif. Secara implisit, studi ini mengindikasikan bahwa intervensi keterampilan regulasi emosi yang terstruktur dapat menjadi alat praktis bagi sekolah untuk menciptakan lingkungan belajar yang lebih positif dan aman. Signifikansi hasil ini terletak pada bukti empiris bahwa intervensi singkat berbasis keterampilan dapat menjadi strategi preventif yang kuat, memungkinkan sekolah untuk proaktif memutus siklus perilaku agresif sejak dini dan mendukung kesejahteraan sosial-emosional siswa secara menyeluruh. Kata kunci: Agresivitas, intervensi TEMAN, pengelolaan emosi, sekolah dasar.

Fostering School Quality and Parental Participation: The Strategic Impact of Women’s Transformational Leadership and Innovation Dwi Yani; Loso Judijanto; Sarlota Singerin; Narendra Jumadil Haikal Ramadhan; Aisyah Ali; Solicha Solicha
Jurnal Pendidikan Progresif Vol 16, No 1 (2026): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v16i1.pp237-258

This study aims to evaluate the impact of women’s transformational leadership within leadership innovation programs on school quality and parental participation. While transformational leadership has been widely studied, research on the specific contributions of female leaders in educational contexts remains limited. This study addresses that gap by examining how women’s leadership practices foster inclusive school cultures, enhance teacher motivation, and build stronger family–school partnerships. A quantitative, cross-sectional, correlational design was utilized. Data were collected from 100 teachers in Malang City, Indonesia, led by female principals, using a structured questionnaire on transformational leadership, school quality, and parental participation. The data were analyzed with Structural Equation Modeling (SEM) using SmartPLS to test measurement reliability and examine relationships among variables. The results indicate that women’s transformational leadership significantly influences the implementation of leadership innovation programs, thereby strengthening both parental participation and school quality. Leadership innovation programs mediated the relationship, showing strong indirect effects on educational outcomes. Direct effects were also confirmed: women leaders’ practices of empathy, collaboration, and participatory communication were positively associated with teacher engagement, parental involvement, and improved school quality. These findings highlight the unique relational strengths of female transformational leadership in fostering inclusive and effective educational environments. Conclusion: Empowering women leaders through leadership innovation programs is vital to enhancing school effectiveness. Women’s transformational leadership not only drives innovative practices but also reinforces trust-based collaboration among teachers, parents, and administrators. The implications suggest that policies should prioritize inclusive leadership development for women to ensure sustainable improvements in parental participation and school quality. This research contributes to a deeper understanding of the strategic role of female leadership in shaping resilient and high-performing schools. Keywords: leadership innovation programs, women’s transformational leadership, school quality, parental participation.

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