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All Journal Jurnal Ilmiah Psikologi Terapan Jurnal Psikologi Tabularasa Psikodimensia: Kajian Ilmiah Psikologi Journal An-Nafs: Kajian Penelitian Psikologi Jurnal Psikologi Teori dan Terapan Journal of Psychological Science and Profession Jurnal Ilmu Perilaku Insight: Jurnal Ilmiah Psikologi Jurnal Ilmiah Pharmacy Journal An-Nafs: Kajian Penelitian Psikologi Jurnal Ilmiah Psikologi Candrajiwa Jurnal Pendidikan Anak
Mafaza, Mafaza
Program Studi Psikologi Fakultas Kedokteran Universitas Andalas
Arts Humanities Biochemistry, Genetics & Molecular Biology Chemistry Education Environmental Science Health Professions Immunology & microbiology Medicine & Pharmacology Physics Public Health Social Sciences Other

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Teachers’ Beliefs : Kompetensi Emosional dan Sosialisasi Emosi pada Anak Usia Dini Mafaza Mafaza; Septi Mayang Sarry
Jurnal Ilmu Perilaku Vol 7 No 2 (2023): Jurnal Ilmu Perilaku
Publisher : Universitas Andalas

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25077/jip.7.2.182-201.2023

Abstract

Teachers' beliefs about emotions can provide an overview of how teachers support the development of emotional competence in early childhood. This study aimed to investigate preschool teachers’ beliefs about emotional competence and emotion socialization. A sample of 194 preschool teachers from 22 Kindergartens completed the Teachers' Emotion Beliefs Scale (TEBS) and open questionnaires. The data were analyzed using descriptive statistical techniques and thematic analysis. The research results showed that 67% of teachers had developmentally appropriate beliefs, while 33% of teachers had beliefs that were not appropriate to children's emotional development. The developmentally appropriate belief explains the importance of the teacher's role in facilitating children's emotional competence. On the other hand, unappropriateness is explained by teachers' beliefs regarding children's expressions of negative emotions (such as sadness and anger), which according to teachers, young children do not need to express these emotions for certain reasons. Furthermore, the results of the open-ended questionnaire showed several teacher limitations regarding conceptual understanding of children's emotional competence, as well as in using appropriate strategies for emotional socialization (especially in helping children manage negative emotions). The way teachers socialize emotions is based on their beliefs regarding children's emotional competence.
Gambaran Mother-Grandmother Co-parenting pada Ibu Bekerja yang Memiliki Anak Early Childhood Saputra, Aisyah Humaira; Mafaza, Mafaza; Anggreiny, Nila
PSIKODIMENSIA Vol 23, No 2: Desember 2024
Publisher : Universitas Katolik Soegijapranata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24167/psidim.v23i2.12657

Abstract

Ibu bekerja memiliki waktu yang terbatas dengan anaknya, sehingga ketidakhadiran ibu karena bekerja menyebabkan ibu tidak dapat melakukan pengasuhan secara optimal. Hal ini menyebabkan sebagian ibu bekerja yang memiliki anak early childhood memilih melakukan pengasuhan bersama dengan nenek (mother-grandmother co-parenting) dalam membantu ibu mengatasi tugas pengasuhan dan mendukung perkembangan anak tetap optimal meski ibu bekerja. Penelitian ini bertujuan untuk melihat gambaran mother-grandmother co-parenting pada ibu bekerja yang memiki anak early childhood. Metode penelitian yang digunakan dalam penelitian ini yaitu metode kuantitatif deskriptif. Pengumpulan data dilakukan dengan menggunakan skala Mother-grandmother Co-Parenting yang dianalisis menggunakan analisis statistik dekriptif. Partisipan pada penelitian ini adalah ibu bekerja yang memiliki anak early childhood sebanyak 384 orang. Pengambilan partisipan dilakukan dengan menggunakan teknik purposive sampling. Hasil penelitian menunjukkan bahwa sebanyak 371 (96.6%) ibu bekerja yang memiliki anak early childhood berada pada kategori mother-grandmother co-parenting yang tinggi. Hal ini menunjukkan adanya kualitas mother-grandmother co-parenting yang baik pada ibu bekerja yang memiliki anak early childhood. Kualitas mother–grandmother co-parenting lebih tinggi ditemukan pada nenek dari pihak ibu dibandingkan pihak ayah.
Teachers’ Beliefs : Kompetensi Emosional dan Sosialisasi Emosi pada Anak Usia Dini Mafaza, Mafaza; Sarry, Septi Mayang
Jurnal Ilmu Perilaku Vol. 7 No. 2 (2023): Jurnal Ilmu Perilaku
Publisher : Universitas Andalas

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25077/jip.7.2.182-201.2023

Abstract

Teachers' beliefs about emotions can provide an overview of how teachers support the development of emotional competence in early childhood. This study aimed to investigate preschool teachers’ beliefs about emotional competence and emotion socialization. A sample of 194 preschool teachers from 22 Kindergartens completed the Teachers' Emotion Beliefs Scale (TEBS) and open questionnaires. The data were analyzed using descriptive statistical techniques and thematic analysis. The research results showed that 67% of teachers had developmentally appropriate beliefs, while 33% of teachers had beliefs that were not appropriate to children's emotional development. The developmentally appropriate belief explains the importance of the teacher's role in facilitating children's emotional competence. On the other hand, unappropriateness is explained by teachers' beliefs regarding children's expressions of negative emotions (such as sadness and anger), which according to teachers, young children do not need to express these emotions for certain reasons. Furthermore, the results of the open-ended questionnaire showed several teacher limitations regarding conceptual understanding of children's emotional competence, as well as in using appropriate strategies for emotional socialization (especially in helping children manage negative emotions). The way teachers socialize emotions is based on their beliefs regarding children's emotional competence.
PENGARUH KONSENTRASI GELATIN TERHADAP SIFAT FISIK GRANUL DAN TABLET EKSTRAK KAYU MANIS (Cinnamomum burmannii) Handayani, Kiki Rizki; Artanti, dian; Mafaza, Mafaza
Jurnal Ilmiah Pharmacy Vol 13, No 1 (2026)
Publisher : Sekolah Tinggi Kesehatan Al-Fatah Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52161/jiphar.v13i1.942

Abstract

Pengembangan formulasi tablet herbal memerlukan optimasi bahan pengikat untuk menghasilkan granul dan tablet yang memenuhi persyaratan mutu fisik. Ekstrak kayu manis (Cinnamomum burmannii) berpotensi sebagai antidiabetik dan diformulasikan dalam bentuk tablet menggunakan metode granulasi basah. Penelitian ini bertujuan mengetahui pengaruh variasi konsentrasi gelatin terhadap sifat fisik granul dan kualitas tablet ekstrak kayu manis. Granul dibuat dengan metode granulasi basah menggunakan gelatin sebagai pengikat pada konsentrasi 1% (F1), 3% (F2), dan 5% (F3). Evaluasi granul meliputi uji organoleptik, waktu alir, sudut diam, kompresibilitas, kadar air, dan distribusi ukuran partikel. Tablet dievaluasi melalui uji organoleptik, keseragaman bobot, dan keseragaman ukuran. Hasil menunjukkan seluruh formula memenuhi persyaratan mutu fisik granul dan tablet. Formula F2 (gelatin 3%) memberikan karakteristik terbaik dengan waktu alir 4,79 g/detik, sudut diam 29,24°, kompresibilitas 6,35%, kadar air 7,3%, serta keseragaman bobot dan ukuran yang memenuhi Farmakope Indonesia. Disimpulkan bahwa variasi konsentrasi gelatin memengaruhi sifat fisik granul dan tablet, dengan konsentrasi 3% menghasilkan formula paling optimal.
Parental Assistance with Child Emotion Regulation among Mothers of Children with Neurodevelopmental Disorder in Middle Childhood Alzena, Ardelia Clarissa; Mafaza, Mafaza; Oktari, Siska
Jurnal Pendidikan Anak Vol. 15 No. 1 (2026): Jurnal Pendidikan Anak
Publisher : Department of Early Childhood Education, Faculty of Education, Universitas Negeri Yogyakarta in in cooperation with in cooperation with the Perkumpulan Pengelola Jurnal PAUD (PPJ PAUD) Indonesia based on the MoU Number: 030/PPJ-PAUD/VIII/2020.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpa.v15i1.2039

Abstract

Mothers of children with neurodevelopmental disorders in middle childhood are confronted with complex parenting challenges due to limitations in their children’s socio- emotional abilities, particularly emotional dysregulation. This study aims to describe parental assistance with child emotion regulation among mothers of children with neurodevelopmental disorders in middle childhood. This study employed a quantitative method with a descriptive design involving 107 mothers of children with neurodevelopmental disorders in middle childhood in East Jakarta. Based on descriptive statistical analysis, the findings showed that 64.5% of mothers were categorized as predominantly using adaptive strategies, while 35.5% were categorized as predominantly using maladaptive strategies. However, when strategies were analyzed individually, distraction, which is classified as a maladaptive strategy, had the highest mean score, whereas expressive suppression, also categorized as maladaptive, had the lowest mean score. The implications of this study highlight the importance of psychoeducation for parents to strengthen adaptive parenting strategies in supporting the emotion regulation of children with neurodevelopmental disorders.
Parental preparation and management to cope with earthquake disaster Septi Mayang Sarry; Mafaza Mafaza; Nila Anggreiny
Jurnal Psikologi Tabularasa Vol. 19 No. 2 (2024): OKTOBER 2024
Publisher : University of Merdeka Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26905/jpt.v19i2.12820

Abstract

ABSTRACTElementary school-age children who live in earthquake-prone areas must have disaster preparedness skills. However, they have limited understanding on disaster risks and are unengaged to protect themselves from harm. Parents have a significant role to prepare their children to overcome this situation. Descriptive quantitative method used in this study to describe disaster preparation and management of parents with school-age children. Three hundred and four parents participated in this study (81 fathers and 223 mothers) and completed the research questionnaire of parental disaster preparedness and management by Kawasaki et al (2019). The data was collected from eleven districts in Padang using cluster random sampling technique. The results showed that parents’ disaster preparations are more focused on ensuring the safety of children (68.1%). Moreover, parents perceive that school facilities and infrastructure to deal with earthquakes are inadequate (47.7%). In terms of earthquake disaster management, parents are more concerned about ensuring their children’s physical health (97%) than mental health (79.6%). Meanwhile, most parents still have difficulty planning post-disaster management related to providing learning facilities (53.6%) and ensuring the continuity of the learning process (48%).ABSTRACTAnak usia sekolah dasar yang tinggal di daerah rawan bencana gempa bumi harus memiliki kemampuan kesiapsiagaan menghadapi bencana. Akan tetapi, pengetahuan mereka masih terbatas untuk menilai resiko bencana dan kurang mampu untuk bisa menyelamatkan diri terutama saat sedang tidak bersama orang tua, seperti di sekolah. Oleh karena itu, orang tua perlu sedini mungkin mempersiapkan anak agar dapat mengurangi resiko bencana pada diri mereka. Tujuan dari penelitian ini adalah untuk melihat gambaran persiapan dan manajemen bencana orang tua yang memiliki anak usia sekolah dasar. Penelitian ini menggunakan metode kuantitatif deskriptif. Sebanyak 304 orang tua berpartisipasi dalam penelitian ini (81 ayah dan 223 ibu) mengisi kuesioner yang dikembangkan oleh Kawasaki dkk (2019) mengenai persiapan orang tua dalam menghadapi bencana. Teknik cluster sampling dilakukan untuk mengambil sampel dari 11 kecamatan yang ada di Kota Padang. Persiapan orang tua dalam menghadapi bencana lebih kepada upaya memastikan agar anak bisa menyelamatkan diri (68,1%). Meskipun, persepsi orang tua terhadap sarana dan prasarana sekolah untuk menghadapi gempa bumi dianggap kurang memadai (47,7%). Manajemen bencana yang paling diperhatikan orang tua ketika terjadi bencana gempa bumi yaitu memastikan kesehatan fisik anak (97%) dibandingkan kesehatan mental (79,6%). Saat berada di tempat pengungsian atau masa evakuasi sebagian orang tua merasa kesulitan untuk menyediakan sarana pendidikan dan pembelajaran (53,6%) dan memastikan keberlangsungan proses belajar (48%)
Meta-emotion philosophy pada Guru PAUD : Strategi dan Keyakinan terkait Sosialisasi Emosi Mafaza, Mafaza; Sarry, Septi Mayang
Jurnal Ilmiah Psikologi Candrajiwa Vol 10, No 1 (2025): Jurnal Ilmiah Psikologi Candrajiwa
Publisher : UNS Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jip.v10i1.101430

Abstract

Early childhood needs adults to play the role of developing their emotional abilities. This present study investigated the socialization of emotions process by pre-school teachers through meta-emotion philosophy (an approach to teacher’s own emotion and to their student’s), first: to describe the emotional socialization style of Early Childhood Education teachers, second: to examine the significance of belief (regarding regulation, awareness, acceptance of teacher’s own emotion and to their student’s) towards emotional socialization styles. Participants were 175 pre-school teachers (Mage = 40 years), recruited from 28 kindergartens in Padang City. The measuring instrument used in this study is the Crèche Educator Emotional Styles Questionnaire. The results showed that teachers used both styles of emotional socialization, especially the dismissing style, more frequently than coaching. Furthermore, teacher emotional efficacy (related to student emotions and personal emotions) was found to simultaneously influence both emotional socialization styles. Teachers' beliefs as emotional socializers have a greater effective contribution than efficacy related to personal emotions. Meanwhile, denial of personal emotions does not affect emotional socialization styles. In addition, no differences were found in teachers' emotional socialization styles based on having/not having children, teaching experiences, and educational background
Co-Authors Adilbayeva, Ulzhalgas Bikenovna Agung Rachmad Alzena, Ardelia Clarissa Anggreiny, Nila Artanti, Dian Gita Sri Ramadhani Halfizh Alfara Handayani, Kiki Rizki lala septiyani sembiring, lala septiyani Nila Anggreiny, Nila Rosfita Rasyid Rozi Sastra Purna Saputra, Aisyah Humaira Sarry, Septi Mayang Sarry, Septi Mayang Satria Siddik Septi Mayang Sarry Siddik, Satria Siska Oktari