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Erwin Erlangga
Fakultas Psikologi, Universitas Semarang
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Impact of self-efficacy and peer support on academic stress at Ar-Rohmah Putri boarding school Dyah Arbaini; Erwin Erlangga; Rini Sugiarti
Cendikia : Media Jurnal Ilmiah Pendidikan Vol 16 No 5 (2026): May: Education Science
Publisher : Institute of Computer Science (IOCS)

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Abstract

This study examined the effects of self-efficacy and peer support on academic stress among 12th-grade students at Ar-Rohmah Putri International Islamic Boarding School in Malang, Indonesia. A quantitative cross-sectional survey design was used, with proportional random sampling. Data were collected from 106 students using validated psychological scales and analyzed with multiple linear regression in IBM SPSS 29. Partial test results showed that self-efficacy (? = -0.147; p = 0.173) and peer support (? = -0.076; p = 0.481) did not significantly affect students' academic stress. Both variables also showed no significant combined effect on academic stress (F = 1.964; p = 0.145), with a coefficient of determination (R²) of 0.037, indicating that only 3.7% of the variance in academic stress was explained by these two variables. These findings suggest that academic stress among boarding school students is a complex phenomenon influenced by factors beyond self-efficacy and peer support, including academic workload, time management, coping strategies, and pressure from both school and family environments. Further research is recommended to identify other variables that may have a greater impact on academic stress levels in the boarding school context.
The Relationship between Social Support and Subjective Well-Being: A Meta-Analysis Nur Hikmah; Erwin Erlangga; Lucia Rini Sugiarti
Journal Social Civilecial Vol. 4 No. 1 (2026): Journal Social Civilecial
Publisher : Journal Social Civilecial

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71435/723549

Abstract

Subjective well-being is an important indicator of individuals’ quality of life, and social support is often considered a contributing factor in enhancing it. However, empirical findings regarding the relationship between these variables remain inconsistent. Therefore, this study aims to comprehensively examine the relationship between social support and subjective well-being using a meta-analytic approach.This study employed a meta-analysis method by integrating six empirical studies obtained from the Scopus database within the 2020–2026 period, with a total sample of 3,087 participants. The analysis was conducted using a random-effects model with the assistance of JASP software. All effect sizes were transformed into Fisher’s Z to improve variance stability. The results indicate that the relationship between social support and subjective well-being tends to be positive but weak and statistically non-significant (pooled effect = 0.137; p > 0.05). In addition, a very high level of heterogeneity was found (Q = 565.92; p < 0.001; τ² = 0.237), along with a wide prediction interval, indicating instability of effects across studies. Variations in the direction of relationships, including negative effects in some studies, suggest that social support does not consistently function as a protective factor for subjective well-being.
RESILIENSI EMOSIONAL ANAK USIA DINI MELALUI MINDFULNESS BERBASIS RUTINITAS SEKOLAH: PERSPEKTIF GURU PAUD DI KOTA SEMARANG Ira Lestary; Lucia Rini Sugiarti; Erwin Erlangga
PAEDAGOGY : Jurnal Ilmu Pendidikan dan Psikologi Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

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Abstract

ABSTRAK Peningkatan resiliensi emosional pada anak usia dini menjadi salah satu tantangan penting dalam pendidikan anak usia dini karena kemampuan ini berperan dalam membantu anak menghadapi berbagai tekanan dan perubahan lingkungan secara adaptif. Salah satu pendekatan yang dinilai efektif untuk mendukung perkembangan tersebut adalah penerapan praktik mindfulness yang terintegrasi dalam rutinitas sekolah. Penelitian ini bertujuan untuk mengeksplorasi pemahaman dan penerapan mindfulness berbasis rutinitas sekolah oleh guru PAUD di Kota Semarang dalam mendukung resiliensi emosional anak, serta mengkaji kontribusi dukungan sosial dan resiliensi guru terhadap keberhasilan implementasinya. Penelitian menggunakan pendekatan kualitatif deskriptif dengan melibatkan guru PAUD berpengalaman sebagai partisipan. Data dikumpulkan melalui wawancara semi-terstruktur, observasi kelas, dan studi dokumentasi, kemudian dianalisis menggunakan analisis tematik induktif. Hasil penelitian mengidentifikasi empat tema utama, yaitu rutinitas mindfulness sebagai struktur regulatif harian, guru sebagai model ko-regulasi emosi bagi anak, dukungan sosial sebagai penopang keberlanjutan praktik guru, dan resiliensi emosional anak sebagai dampak yang dapat diamati. Temuan menunjukkan bahwa resiliensi emosional anak tidak berkembang secara spontan, melainkan dibentuk melalui ekosistem relasional yang secara sadar dibangun oleh guru melalui praktik mindfulness yang konsisten dan didukung oleh lingkungan sosial sekolah yang kondusif. Penelitian ini menegaskan pentingnya pengembangan program pelatihan mindfulness berbasis rutinitas yang terintegrasi dalam budaya sekolah PAUD guna memperkuat kesejahteraan emosional anak dan guru secara berkelanjutan. ABSTRAK Peningkatan resiliensi emosional pada anak usia dini menjadi salah satu tantangan penting dalam pendidikan anak usia dini karena kemampuan ini berperan dalam membantu anak menghadapi berbagai tekanan dan perubahan lingkungan secara adaptif. Salah satu pendekatan yang dinilai efektif untuk mendukung perkembangan tersebut adalah penerapan praktik mindfulness yang terintegrasi dalam rutinitas sekolah. Penelitian ini bertujuan untuk mengeksplorasi pemahaman dan penerapan mindfulness berbasis rutinitas sekolah oleh guru PAUD di Kota Semarang dalam mendukung resiliensi emosional anak, serta mengkaji kontribusi dukungan sosial dan resiliensi guru terhadap keberhasilan implementasinya. Penelitian menggunakan pendekatan kualitatif deskriptif dengan melibatkan guru PAUD berpengalaman sebagai partisipan. Data dikumpulkan melalui wawancara semi-terstruktur, observasi kelas, dan studi dokumentasi, kemudian dianalisis menggunakan analisis tematik induktif. Hasil penelitian mengidentifikasi empat tema utama, yaitu rutinitas mindfulness sebagai struktur regulatif harian, guru sebagai model ko-regulasi emosi bagi anak, dukungan sosial sebagai penopang keberlanjutan praktik guru, dan resiliensi emosional anak sebagai dampak yang dapat diamati. Temuan menunjukkan bahwa resiliensi emosional anak tidak berkembang secara spontan, melainkan dibentuk melalui ekosistem relasional yang secara sadar dibangun oleh guru melalui praktik mindfulness yang konsisten dan didukung oleh lingkungan sosial sekolah yang kondusif. Penelitian ini menegaskan pentingnya pengembangan program pelatihan mindfulness berbasis rutinitas yang terintegrasi dalam budaya sekolah PAUD guna memperkuat kesejahteraan emosional anak dan guru secara berkelanjutan.
Pengaruh Kecerdasan Spiritual dan Dukungan Sosial terhadap Resiliensi melalui Self Efficacy pada Santri Pondok Pesantren Diza Hadaita; Mulya Virgonita Iswindari Winta; Erwin Erlangga
SENTRI: Jurnal Riset Ilmiah Vol. 5 No. 2 (2026): SENTRI : Jurnal Riset Ilmiah, Februari 2026
Publisher : LPPM Institut Pendidikan Nusantara Global

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55681/sentri.v5i2.5566

Abstract

This research aims to analyze the influence of spiritual intelligence and social support on resilience through self-efficacy in Islamic boarding school students. The subjects of this research werw 100 students consisting of 48 male and 52 female in the city of Pekalongan. The sampling technique used in this research was purposive sampling. Data collection uses a scale consisting of a scale of resilience, spiritual intelligence, social support, and self efficacy. Data analysis uses the Structural Equation Model (SEM) program with SmartPLS. The results of the research show that there is a positive and significant influence between spiritual intelligence on resilience, there is a positive and significant influence between social support on resilience, there is a positive and significant influence between self-efficacy on resilience, there is a positive and significant influence between spiritual intelligence on resiience through sef-efficacy, there is a positive and significant influence between social support on resilience through self-efficacy.
Psychological Adjustment of First-Year Students at Boarding College X in Semarang Eka Susanti; Mulya Virgonita I. Winta; Erwin Erlangga
Bulletin of Pedagogical Research Vol. 5 No. 3 (2025): Bulletin of Pedagogical Research
Publisher : CV. Creative Tugu Pena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51278/bpr.v5i3.2104

Abstract

The transition to college is a very challenging phase for new students, especially for students in boarding schools where academic and social demands occur simultaneously. This study aims to obtain an overview of the adjustment process of new students, identify the most challenging dimensions of adjustment, and determine the factors that support new students' adjustment efforts. The study was conducted using a descriptive qualitative method on four first-year students at Semarang X Boarding School (MWM, BJP, NA, and BS). Data were obtained through in-depth interviews and observations, then the data were analyzed using Interpretative Phenomenological Analysis (IPA). The results of the study indicate that the four participants were able to adjust well. The adjustments that were perceived as the most challenging were academic adjustment. Support from parents, friends, and caregivers, involvement in campus activities, and time management skills were supporting factors for the success of the students' adjustment process. The results of this study strengthen previous studies on the importance of social support and the role of institutions in the adjustment process of new students and provide recommendations for the development of new student orientation programs in boarding schools.
Assertive Behavior in Classical Counseling Guidance Services to Improve Adolescent Social Skills Umar Diharja; Rini Sugiarti; Erwin Erlangga
Psikostudia : Jurnal Psikologi Vol 14, No 2 (2025): Psikostudia : Jurnal Psikologi
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.v14i2.19287

Abstract

This project aims to investigate how intervention methods might be tailored to meet the individual requirements of teenagers from diverse cultural and social backgrounds. The objective is to make substantial contributions to education and developmental psychology, particularly in enhancing adolescent social skills via the implementation of assertive conduct in traditional counseling guidance services. The descriptive qualitative research method employing a case study methodology seeks to deliver a comprehensive grasp of the occurrences encountered by the research subjects. Site of investigation This study was performed on students at SMPIT Mutiara Cendekia Lubuklinggau, situated on Jalan Jenderal Sudirman, Jogoboyo Village, Lubuklinggau Utara II District, Lubuklinggau City. The study's findings indicated that assertive behavior is a crucial component in fostering successful communication and cultivating healthy social ties among students. In classical counseling guidance services, students are instructed to excel in several facets of assertiveness, including making requests, issuing refusals, self-expression, offering praise, and participating in conversations. The cultivation of assertive skills via traditional counseling services substantially enhances students' psychological well-being, communication abilities, and social interactions. Students enjoy enhanced self-confidence and can make substantial contributions to the improvement of social skills within the educational environment. Proficiency in social skills, encompassing empathy, cooperation, verbal and non-verbal communication, together with the capacity for constructive conflict resolution, fosters an inclusive and collaborative social environment that enhances collective learning. Penelitian ini dilatarbelakangi menggali secara mendalam bagaimana model intervensi dapat disesuaikan kebutuhan spesifik remaja dengan berbagai budaya dan sosial. Tujuan memberikan kontribusi signifikan bagi bidang pendidikan dan psikologi perkembangan, khususnya dalam upaya meningkatkan keterampilan sosial remaja melalui penerapan perilaku asertif dalam layanan bimbingan konseling klasikal. Metode Penelitian kualitatif deskriptif yang menggunakan pendekatan studi kasus bertujuan untuk memberikan pemahaman mendalam mengenai fenomena yang dialami oleh subjek penelitian. Lokasi penelitian Penelitian ini dilaksanakan pada siswa SMPIT Mutiara Cendekia Lubuklinggau yang beralamatkan di Jalan Jenderal Sudirman Kelurahan Jogoboyo Kecamatan Lubuklinggau Utara II Kota Lubuklinggau. Hasil penelitian didapatkan bahwa perilaku asertif merupakan elemen penting dalam pengembangan komunikasi efektif dan hubungan sosial yang sehat di kalangan siswa. Layanan bimbingan konseling klasikal, siswa dilatih untuk menguasai berbagai aspek asertivitas, yaitu permintaan, penolakan, pengekspresian diri, pujian, dan berperan dalam pembicaraan. Pengembangan keterampilan asertif melalui layanan bimbingan konseling klasikal memberikan dampak positif yang signifikan terhadap kesejahteraan psikologis, keterampilan komunikasi, dan hubungan sosial siswa. Siswa tidak hanya mengalami peningkatan dalam aspek kepercayaan diri sebagai individu, tetapi juga mampu memberikan kontribusi yang signifikan dan bermakna dalam meningkatkan keterampilan sosial di lingkungan sekolah. Penguasaan keterampilan sosial dengan empati, kerjasama, komunikasi verbal dan non-verbal, serta kemampuan untuk menyelesaikan konflik secara konstruktif dapat menciptakan lingkungan social yang inklusif, kolaboratif, dan mendukung proses pembelajaran bersama.
Self-efficacy as a key psychological predictor of learning independence among students in an integrated Islamic elementary school Susantie Susantie; Lucia Rini Sugiarti; Erwin Erlangga
Cendikia : Media Jurnal Ilmiah Pendidikan Vol 16 No 3 (2026): January: Education Science
Publisher : Institute of Computer Science (IOCS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35335/cendikia.v16i3.6969

Abstract

As the foundation for lifelong learning, independent learning is an important psychological skill that must be developed from elementary school. The internal component of self-efficacy is crucial for enhancing independent learning. The purpose of this study was to investigate how self-efficacy influences elementary school students' ability to learn independently. A total of 87 fifth-grade students selected from the overall sample were included in a quantitative correlational design. Validated measures of independent learning and self-efficacy were used to collect data. Independent learning and self-efficacy were found to be significantly positively correlated based on Pearson correlation analysis (r = 0.523, p < 0.01). Simple linear regression analysis showed that self-efficacy explained 27.4% of the variation in independent learning (R2 = 0.274). These findings indicate that students with higher self-efficacy tend to demonstrate greater ability to manage and regulate their learning independently. The study highlights the importance of strengthening self-efficacy as a psychological foundation for promoting learning independence from an early educational stage
PENANGANAN ANAK ADHD (Attention Deficit Hiperactivity Disorder) STUDI KASUS PAUD IT MUTIARA CENDEKIA KOTA LUBUKLINGGAU Umar Diharja; Rini Sugiarti, Erwin Erlangga
Prosiding Seminar Nasional Indonesia Vol. 2 No. 2 (2025): Prosiding Seminar Nasional Indonesia
Publisher : CV. Adiba Aisha Amira

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Abstract

This research seeks to examine the implementation of inclusive education principles in Early Childhood Education institutions concerning children with ADHD (Attention Deficit Hyperactivity Disorder) and the impact of these approaches on the child's overall development. Hyperactive conduct renders youngsters incapable of remaining seated, executing tasks autonomously, and adhering to instructions from the teacher. Children with ADHD struggle to concentrate on their studies due to an inability to focus, a lack of attentiveness to instructor directions, and difficulties remaining still. A case study at PAUD IT Mutiara Scholar Lubuk Linggau examined the management of children with ADHD within the implemented learning process. This research employs a descriptive qualitative method utilizing a case study approach to furnish a comprehensive grasp of the occurrences encountered by the subjects of the study. The research findings elucidate the correlation between the management of children with ADHD in educational settings and the strategies that promote their developmental growth in alignment with their chronological age. The function of institutions in managing children during teaching and learning activities in schools is anticipated to impact children's behaviors and attitudes. The teacher's responsibility for students with ADHD encompasses educating, instructing, guiding, directing, training, and assessing. Third, the involvement of parents in the education of children with ADHD, fostering social and emotional bonds, is crucial for addressing the child's deficiencies.
Pengaruh Pola Asuh dan Persepsi terhadap Kepercayaan Diri Siswa Madrasah Ibtidaiyah yang Bermain Roblox Ahmad Fatkhus Syahdani; Lucia Rini Sugiarti; Erwin Erlangga
Assyfa Journal of Islamic Studies Vol. 4 No. 2 (2026): Assyfa Journal of Islamic Studies
Publisher : CV. Bimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/ajis.v4i2.1114

Abstract

The rapid advancement of digital technology has made online games such as Roblox an inseparable part of children’s lives. Nevertheless, its impact on students’ psychological development, particularly self‑confidence, remains underexplored in the context of Islamic education. This study aims to analyse the predictive relationship of parenting style and perception of Roblox with the self‑confidence of students who play Roblox at MI Miftahul Huda Tebing Suluh. A quantitative approach with an explanatory design was employed, involving 121 students from grades I to V as the sample. Data were collected using Likert‑scale questionnaires and analysed using multiple linear regression. The results show that parenting style has a significant positive relationship with students’ self‑confidence (β = 0.203; p = 0.010). Furthermore, perception of Roblox also shows a significant positive relationship, contributing even more dominantly (β = 0.569; p < 0.001). Simultaneously, both variables significantly predict students’ self‑confidence (R² = 0.487; F = 56.029; p < 0.001). The uniqueness of this study lies in integrating parenting style and digital perception as simultaneous predictors of self‑confidence within the Madrasah Ibtidaiyah context. These findings have practical implications for parents and educators in fostering children’s self‑confidence in the digital era.
Hubungan Pola Asuh Dan Tingkat Kepercayaan Diri Dengan Perilaku Bullying Yang Dimediasi Oleh Konformitas pada Siswa Sekolah Menengah Atas (SMA) Dimas Nur Wakhid; Mulya Virgonita Iswindari Winta; Erwin Erlangga
Jurnal Consulenza : Jurnal Bimbingan Konseling dan Psikologi Vol 9 No 1 (2026): Maret
Publisher : Program Studi Bimbingan dan Konseling FKIP Universitas Islam Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56013/jcbkp.v9i1.4958

Abstract

Bullying is a conscious act that causes injury and fear through mental or physical aggression, and is still common among adolescents, both as victims and perpetrators. The aims of this study is to analyze the relationship between parenting styles and self-confidence with bullying behavior mediated by conformity in high school students. The research used a quantitative design with 100 respondents as subjects through total sampling, and data analysis was tested using Partial Least Squares. The findings of this study proved that self-confidence was significantly related to bullying behavior (p = 0.017), while parenting styles, conformity, and the mediating role of conformity were not significant. Theoretically, these findings emphasize the importance of individual factors, especially self-confidence, in influencing adolescent aggressive behavior, while environmental influences or group pressure are not always determinants. Practically, this study suggests strengthening students' self-confidence as a primary strategy for bullying prevention, and provides guidance for teachers and parents to focus on character development and students' self-regulation skills in dealing with social interactions.   Keywords:parenting style; self-confidence; conformity; bullying behavior
Co-Authors Ade Machnun S Ahmad Fatkhus Syahdani Alex Sujanto Alex Sujanto Amalia Yustiana Amran Amalia Andri Gunadi Andri Gunadi Arumwardani N Arumwardhani Nusandari Arumwardhani Nusandari Beta Nur Bety Deafika Trisnanda Riesta Dimas Nur Wakhid Diza Hadaita Dyah Arbaini Eka Susanti Esteran Damanik Fariz Fadila Fikri Aulia Gigih Marisna Putra Hanum Farida Ahmad Hardani Widhiastuti Ira Lestary Isyroqul Mubarok Ivaniar Nadaa Nabila Kusnilawati, Nunik Leny Marlina Lucia Rini Sugiarti Lucia Rini Sugiarti Mochammad Jodhy Julia Rachman Monica Santosa Muhamad Bayu Wibowo Muhammad Abd Hadi bin Bunyamin Muhammad Abd Hadi Bunyamin Mulya Virgonita I. Winta Mulya Virgonita I. Winta Mulya Virgonita Iswandari Winta Mulya Virgonita Iswindari Winta Nur Hikmah Prita Febriani Putra Anas Ashari Rini Sugiarti Rini Sugiarti Rini Sugiarti Rini Sugiarti Rini Sugiharti Robertus Jematu Rusmalia Dewi Sahening Dian Ardini Sahening Dian Ardini Satria Pinandita Sri Widyawati Susantie Susantie Tatas Transinata Umar Diharja Umar Diharja Waliyati Waliyati Wikan Budi Utami Yani Aji Susilo Yudi Kurniawan