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All Journal International Journal of Public Health Science (IJPHS) Jurnal Penelitian dan Evaluasi Pendidikan Journal of Education and Learning (EduLearn) Psikopedagogia Edukasi: Jurnal Pendidikan JMM (Jurnal Masyarakat Mandiri) Psychology, Evaluation, and Technology in Educational Research International Journal of Applied Guidance and Counseling ProGCouns: Journal of Professionals in Guidance and Counseling Epistema International Journal of Community Service Buletin Konseling Inovatif
Natri Sutanti
Universitas Negeri Yogyakarta
Religion Humanities Computer Science & IT Decision Sciences, Operations Research & Management Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Public Health Social Sciences Other

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Symptoms of post-traumatic stress among victims of school bullying Luky Kurniawan; Natri Sutanti; Zalik Nuryana
International Journal of Public Health Science (IJPHS) Vol 11, No 1: March 2022
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijphs.v11i1.20997

Abstract

School bullying is a critical issue among students that can promote some mental health issues. Some studies had found that severe or frequent bullying can lead to the development of post-traumatic stress symptoms such as avoidance behaviours and anxious feelings. However, school bullying is difficult to observe due to the complexity factors such as cultural background, peer pressure and academic problems. The study aimed to investigate the symptoms of post-traumatic stress among victims of school bullying. The study employed a descriptive qualitative research design. The data was collected by using a questionnaire to 42 students from two vocational high schools in Yogyakarta who had severe or frequent experience of school bullying. The results revealed that 40 per cent of participants showed one or more symptoms of post-traumatic stress such as feeling persistently avoiding to the perpetrators and feeling extremely anxious about the potential being bullied again. Meanwhile, 60 per cent participants experienced some other difficult emotions such as anger, revenge, disappointment, and sadness. The results also showed that the two biggest changes experienced by students after bullying were becoming more silent and being frequently anxious compared to before being bullied. The study suggests the need for further research to investigate the level of post-traumatic stress experienced by the students and the urge for anti-bullying curriculum in both schools to prevent the serious consequences of bullying.
PELATIHAN PSIKOEDUKASI UNTUK MEREDUKSI STRES AKADEMIK PESERTA DIDIK Palasara Brahmani Laras; Eka Aryani; Luky Kurniawan; Natri Sutanti; Salleh Amat
JMM (Jurnal Masyarakat Mandiri) Vol 6, No 1 (2022): Februari
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (597.791 KB) | DOI: 10.31764/jmm.v6i1.6138

Abstract

Abstrak Perubahan kegiatan pembelajaran tatap muka menjadi pembelajaran online selama masa pandemic menyebabkan berbagai permasalahan penyesuaian baik bagi guru maupun peserta didik. Stres akademik pada peserta didik tidak dapat dihindarkan sehingga guru bimbingan dan konseling (BK) dituntut untuk bisa memberikan dukungan yang tepat agar peserta didik dapat belajar secara optimal. Perlu adanya pelatihan untuk guru dan praktisi BK untuk mengatasi masalah tersebut, salah satunya dengan pelatihan psikoedukasi untuk mereduksi stres akademik. Pelatihan ini bertujuan untuk meningkatkan pemahaman guru BK khususnya tentang konsep, gejala, faktor penyebab dan dampak stres akademik serta bagaimana cara menerapkan self-instruction untuk mereduksi stres akademik. Pelatihan ini dilakukan selama dua hari yang terdiri dari sesi pemaparan materi, praktik, penugasan dan diskusi. Peserta terdiri dari guru, mahasiswa dan praktisi BK yang berasal dari Indonesia dan Malaysia sebanyak 122 peserta. Peserta menunjukan peningkatan sebesar 27% pada kemampuan analisis gejala stress akademik dan peningkatan sebesar31% pada kompetensi merancang program psikoedukasi untuk peserta didik. Abstract: The change in face-to-face learning activities to online learning during the pandemic caused various adjustment problems for both teachers and students. Academic stress on students cannot be avoided so that guidance and counseling (GC) teachers are required to be able to provide appropriate support to their students. There is a need for training for GC teachers to overcome these problems, one of which is psychoeducational training to reduce academic stress. This training aims to improve the understanding of GC teachers, especially about the concepts, symptoms, causes and effects of academic stress and how to apply self-instruction to reduce academic stress. This training was carried out for two days consisting of presentation sessions, practice, assignments and discussions. Participants consisted of teachers, students and counseling practitioners from Indonesia and Malaysia (N=122 participants). Participants showed an increase of 27% in the ability to analyze symptoms of academic stress and a 31% increase in the competence to design psychoeducational programs for students.
Client Artwork to Understand Anxiety Difficulties: A Case Study Natri Sutanti; Yang Peng; Luky Kurniawan
Epistema Vol 4, No 1 (2023)
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/ep.v4i1.61802

Abstract

The case study aims to demonstrate a systematic reflective narration of a practice from a trainee person-centred therapist working with a client experiencing some anxiety difficulties through exploring the client’s artwork. The client, named ‘Jack’ for the purposes of this case study, was a white male aged 25 years old living with his parents. The therapist was the author of this case study and worked with Jack in 35 sessions. The researchers of this case study were Jack’s therapist, a fellow therapist and one of the outside counsellors. There were some important findings in this study 1) understanding the artwork could open the experience of client about his anxiety; 2) acknowledging the genuine intention when working with him was considerably effective to limit the expectation of making a perfect therapy and only focused on understanding his frame of reference; 3) unconditional positive regard took the most important part when working with Jack who experienced several anxiety difficulties; 4) acknowledging the different of the cultural background was also important to avoid the unintentional transfer of value which can interfere with the client process; and 5) the last is that being honest with the therapist in the reflective process in supervision and personal therapy was the best way to deal with practical issues in the placement.
PENGARUH GROWTH MINDSET TERHADAP STRES AKADEMIK MAHASISWA Supriyadi, Agatha Junita Kartika; Frisca Kirana Maharani Indira; Yuli Sulistiyono; Dina Amalia; Natri Sutanti
Edukasi: Jurnal Pendidikan Vol 21 No 2 (2023): Edukasi: Jurnal Pendidikan
Publisher : LPPM IKIP PGRI Pontianak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31571/edukasi.v21i2.6072

Abstract

Students who have a growth mindset tend to be able to face academic challenges and demands. This study aims to determine the effect of a growth mindset on students' academic stress levels. This research method uses a quantitative paradigm with a correlational approach to determine the relationship between a growth mindset and students' academic stress levels. The data collection technique uses two types of scales, namely the growth mindset scale and perceived academic stress (PAS). The subjects in this study were active students of the class of 2020 and 2021 at the Faculty of Education and Psychology, Yogyakarta State University. The results of this study indicate a relationship between a growth mindset and academic stress where the higher the level of a growth mindset of students, the lower the predicted stress level. The regression test results show a coefficient of 0.066, which means that 6.6% of the factors that influence a growth mindset are academic stress, and the rest is influenced by other factors.
Rasch model for the need assessment instrument of academic guidance and counseling program in junior high school Farozin, Muh; Astuti, Budi; Sanyata, Sigit; Titi, Dwitias; Nurmalasari, Ela; Sutanti, Natri
Jurnal Penelitian dan Evaluasi Pendidikan Vol. 26 No. 2 (2022)
Publisher : Graduate School, Universitas Negeri Yogyakarta in cooperation with Himpunan Evaluasi Pendidikan Indonesia (HEPI) Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/pep.v26i2.51816

Abstract

Developing an instrument for the need for academic guidance and counseling topics is a strategic step to support the needs assessment carried out by guidance and counseling teachers and counselors in schools. The development of this instrument had been carried out by Arfalah using exploratory factor analysis. This study aims to analyze the instrument using the Rasch model. The research procedure began with collecting data from two integrated online needs assessments of academic guidance and counseling instruments. The content validity test involved six experts, and the field test involved 111 students from three junior high schools in Yogyakarta. Data were analyzed using Winsteps version 3.73 according to Fisher's five criteria for a good instrument. The content validity test showed Aiken's coefficient of 0.71, considered in the high category. Meanwhile, the results of the Rasch test showed the item response model. The analysis also indicated high reliability on both instruments above 0.90 and Cronbach's alpha value of 0.98. Five items were decided to be maintained based on the misfit test explored. The accuracy and focus of the instruments in revealing the need for academic guidance and counseling topics for high school students indicated a number above 40% and a fairly good level of instrument contamination, which was below 10%.
Mentoring the Development of Mental Health Systems in Schools Sanyata, Sigit; Sutanti, Natri; Erma Gunawan, Nanang; Suwarjo, Suwarjo; Munika Bastia Ramadani, Cut
International Journal Of Community Service Vol. 4 No. 4 (2024): November 2024 (Indonesia - Thailand - Malaysia)
Publisher : CV. Inara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51601/ijcs.v4i4.826

Abstract

This community service program aims to provide assistance to guidance and counseling teachers who are expected to become pioneers of the school mental health system. The emergence of increasingly complex mental health problems in schools cannot only be handled in responsive and curative ways but also need to be accompanied by preventive efforts from the school. By using the paradigm of positive psychology and positive education through the PROSPER model, guidance and counseling teachers and schools in general are able to collect resources to build a mental health system in schools. The PROSPER model consists of seven components, namely positivity, relationships, outcomes, strength, purpose, engagement, and resilience. The partners selected for this community service are guidance and counseling teachers at junior high schools in the Karanganyar area under the auspices of the Karanganyar Regency Education and Culture Office. The number of participants who attended was 30 guidance and counseling teachers from both private and public schools in this area. The assistance carried out was carried out over a period of 3 months starting with initial coordination, provision of materials, workshops and assistance and monitoring. Initial coordination was carried out through the WhatsApp group media, then the provision of materials was carried out offline. This material provision activity was then continued with a workshop on preparing SOPs for implementing the PROSPER model. It is hoped that after participating in this program, target partners will have the capacity to develop mental health systems and implement them independently and sustainably. The outputs in this PkM include mandatory outputs, namely partner cooperation letters, IA scripts, print and social media publications, and PkM activity posters.
PELATIHAN KETERAMPILAN PERSON-CENTERED BAGI GURU BK SMP DI KABUPATEN KULON PROGO Sigit Sanyata; Suwarjo Suwarjo; Natri Sutanti; Kanaya Serril Vania Dewi
JMM (Jurnal Masyarakat Mandiri) Vol 7, No 6 (2023): Desember
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jmm.v7i6.19192

Abstract

Abstrak: Masih banyak guru yang tidak mendasarkan bantuan yang diberikan pada pendekatan konseling tertentu sehingga tidak jarang sesi konseling berubah dan cenderung menasehati. Oleh karena itu, dirancanglah PkM dengan tema pelatihan keterampilan konseling person-centred untuk guru BK SMP di Kabupaten Kulon Progo. Pendekatan konseling person-centred termasuk dalam rumpun konseling humanistik yang bertujuan membantu konseli menuju arah pengembangan yang ingin dia capai. Program yang dirancang dalam pelatihan ini terdiri dari dua moda yaitu luring dan daring. Kegiatan luring yang dilakukan terdiri dari penyampaian landasan teori dan praktik, 5 keterampilan konseling person-centred dan simulasi sesuai teori yang sudah dipelajari. Sementara kegiatan daring dilakukan dengan memberikan peserta guru BK kesempatan eksplorasi kasus di sekolahnya melalui project based learning yang kemudian dilengkapi dengan kegiatan penugasan mandiri dan evaluasi. Dalam mengukur peningkatan selama pelatihan ini, peserta diberikan pre dan post-test. Hasil pelatihan menunjukkan peningkatan pada aspek pemahaman dan praktik keterampilan dasar konseling person centred sebesar 22,5% pada 30 peserta. Harapannya setelah pelatihan ini, ilmu yang diperoleh dapat diterapkan sehingga proses pemberian layanan bimbingan dan konseling disekolah dapat berjalan dengan baik.Abstract: There are still many teachers who do not base the assistance provided on a particular counseling approach, so it is not uncommon for counseling sessions to change and tend to give advice. Therefore, PkM was designed with the theme of person-centred counseling skills training for junior high school guidance and counseling teachers in Kulon Progo Regency. The person-centred counseling approach is included in the humanistic counseling group which aims to help the client towards the development direction he wants to achieve. The program designed in this training consists of two modes, namely offline and online. The offline activities carried out consist of conveying the theoretical and practical basis, 5 person-centred counseling skills and simulations according to the theory that has been studied. Meanwhile, online activities are carried out by giving BK teacher participants the opportunity to explore cases in their schools through project-based learning which is then complemented by independent assignment and evaluation activities. In measuring improvement during this training, participants were given pre and post-tests. The results of the training showed an increase in aspects of understanding and practice of basic person-centred counseling skills by 22.5% for 30 participants. The hope is that after this training, the knowledge gained can be applied so that the process of providing guidance and counseling services in schools can run well.
Psychological First Aid (PFA) Trainning For Teachers in Indonesia and Malaysia Luky Kurniawan; Nanda Yunika Wulandari; Ruly Ningsih; Natri Sutanti
International Journal Of Community Service Vol. 2 No. 1 (2022): February 2022 (Indonesia - Malaysia - Philippines)
Publisher : CV. Inara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51601/ijcs.v2i1.58

Abstract

Psychological first aid (PFA) is an effort that can be done by anyone to provide appropriate support to survivors. Until now teachers still have difficulty in determining the role that needs to be done in providing psychological support to students in the event of a disaster. The purpose of this study was to increase the knowledge of teachers related to PFA giving. The activity was conducted on May 6 and 7, 2021. 540 participants are teachers participating in this workshop. On the first day, participants learn about the basic concepts of PFA, and on the second-day participants conducted P3L (Prepare, Look, Listen, and Link) applications in a Psychological First Aid (PFA) crisis accompanied by a facilitator. The results obtained were increased knowledge of Psychological First Aid (PFA) and how to apply it in the Education setting.
Examining the influence of perceived teaching style on academic burnout Kurniawan, Luky; Tristianti, Ika; Sutanti, Natri
Psychology, Evaluation, and Technology in Educational Research Vol. 7 No. 2 (2025): Article in Press
Publisher : Research and Social Study Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33292/petier.v7i2.254

Abstract

This research aimed to determine the effect of perceived teaching style on academic burnout in vocational high school students. This research was quantitative research with 50 students who were recruited by a non-probability sampling sample technique. The data were collected using a perceived teaching style questionnaire (Alpha Cronbach=0.817) and an academic burnout instrument (Alpha Cronbach=0.804). The data analysis was simple linear regression. The results of the research showed that the significance value was 0.00 (<0.05), and the t value was 12.971; therefore, it was concluded that the hypothesis was accepted. This also meant that that perceived teaching style had a significant effect on academic burnout at vocational high school. Perceived teaching style consisting of voice intonation, material emphasis, pause timing, eye contact, body movements, and changes in position influenced fatigue, cynicism, and decreased professional efficacy. The R square value of 0.778 shows that perceived teaching style influences 77.8% of academic burnout and the remaining 22.2% are influenced by other factors. Eventually, teachers should have variations in teaching styles such as emphasizing voice to convey important material, providing pause time for students to understand the material, and using body movements. Further research could explore more on how to develop expected teaching style that matched with student needs.
Help-Seeking Attitudes and Academic Stress Among Undergraduate Students Sutanti, Natri
International Journal of Applied Guidance and Counseling Vol. 6 No. 1 (2025)
Publisher : Universitas Mercu Buana Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26486/ijagc.v6i1.4643

Abstract

University students' mental health and academic performance are significantly impacted by academic stress. This study looked at the academic stress levels, counseling experiences, emotional support networks, and help-seeking attitudes among 102 Indonesian undergraduate students between the ages of 19 and 24. The majority of students (71.6%) chose to ask friends for help, followed by parents (29.4%) and self-help (21.6%), according to the findings. Approximately half (52%) had sought counseling services, mostly in high school or college. Although some students expressed displeasure, the majority of counseling experiences were viewed as beneficial (60.4%). Only 4.9% of students reported high levels of academic stress, compared to the majority (81.4%) who reported moderate levels. Students who attended counseling did not significantly differ from those who did not in terms of their academic stress. This can happen due to limited respondents. While older students were more likely to seek therapy, stress levels and age did not significantly correlate. The results underline the value of peer support and draw attention to obstacles like stigma and accessibility that prevent people from formally seeking help. To further promote student well-being and academic success in Indonesian higher education, the study suggests expanding peer support programs, raising mental health awareness, and improving culturally relevant counseling services.
Co-Authors Aryani, Eka Budi Astuti Diana Septi Purnama Dina Amalia Dreßler, Marc Alexander Eka Aryani, Eka Febriana, Arini Frisca Kirana Maharani Indira Kanaya Serril Vania Dewi Kurniawati, Anggie Lestari, Rizqi Luky Kurniawan luky kurniawan, luky Marc Alexander Dreßler Melinda, Cindy Okta Mitta Kurniasari Muh Farozin Munika Bastia Ramadani, Cut Nanang Erma Gunawan Nastain, Muhamad Ningsih, Ruly Nurmalasari, Ela Nuryana, Zalik Omar, Mariani Binti Palasara Brahmani Laras Rahmatullah, Ainurizan Ridho Salleh Amat Saputri, Nur Sholehah Dian Sholikah, Fitria Akbar Sigit Sanyata Supriyadi, Agatha Junita Kartika Suwarjo Suwarjo Suwarjo, Suwarjo Titi, Dwitias Tristianti, Ika Widaningtyas, Adoniati Meyria Yang Peng Yuli Sulistiyono