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Qaniah, Fadhilah Ahmad
Universitas Negeri Gorontalo
Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences Transportation Other

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Health Worker Coping Strategies When Serving Patients During A Pandemic Situation Fadhilah Ahmad Qaniah; Ahmad Ridha Muthmainnah
PSYCHONESIA: JOURNAL OF PSYCHOLOGY Vol 1 No 1 (2025): Vol 1 No 1 (2025)
Publisher : Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The purpose of this article is to explore the factors that make health workers continue to serve patients during the Covid-19 pandemic. Although there are quite a number of studies that have had a pandemic impact on health workers, there is still a lack of research showing the coping strategies of health workers to continue serving patients, especially in Indonesia. In this study, the number of participants as many as 56 health workers who were active during the Covid-19 pandemic were given one open question; “whatever you do to keep serving patients” which was then compiled by the researcher and processed into 10 main themes. Based on the qualitative analysis, the researcher found that the theme of taking care of oneself first and the meaning of life at work had a higher percentage than other themes. Further research is expected to provide assistance from the environment to support the management strategies of health workers working on the front lines.
Keterkaitan Antara Growth Mindset dan Literasi AI pada Mahasiswa Yang Aktif di Perguruan Tinggi Maharani Eka; Fadhilah Ahmad Qaniah; Sri Wahyuni M Polinggapo; Azmi Fauziah F. Lambause; Faizulhaq H. Rahman
JAMBURA Guidance and Counseling Journal Vol 7 No 1 (2026): Volume 7 Nomor 1: Mei 2026
Publisher : Fakultas Ilmu Pendidikan Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37411/jgcj.v7i1.4756

Abstract

Perkembangan teknologi artificial intelligence (AI) di era digital menuntut mahasiswa untuk memiliki literasi AI yang memadai agar dapat memahami, menggunakan, dan mengevaluasi AI secara kritis serta etis. Salah satu faktor psikologis yang diasumsikan berperan dalam pembentukan literasi AI adalah growth mindset. Penelitian ini bertujuan untuk mengkaji keterkaitan antara growth mindset dan literasi AI pada mahasiswa yang aktif mengikuti proses belajar mengajar di perguruan tinggi di Indonesia. Penelitian menggunakan pendekatan kuantitatif dengan desain korelasional non-eksperimental dan cross-sectional. Partisipan berjumlah 112 mahasiswa aktif yang dipilih melalui teknik convenience sampling. Analisis data dilakukan menggunakan uji korelasi Spearman's Rank-Order dan regresi linear. Hasil penelitian menunjukkan adanya hubungan positif yang signifikan antara growth mindset dan literasi AI (r = 0,502; p < 0,01) Growth mindset berkorelasi positif dengan seluruh tujuh dimensi literasi AI, dengan korelasi tertinggi pada dimensi berpikir kritis (r = 0,473), diikuti keterampilan kognitif, moralitas, keterampilan aplikasi, perceived usefulness, dan perceived ease of use. Analisis regresi menunjukkan bahwa growth mindset memberikan kontribusi sebesar 29,1% terhadap literasi AI (R² = 0,291; p < 0,001). Temuan ini menegaskan bahwa growth mindset berperan penting dalam membentuk kesiapan kognitif, sikap etis, dan perilaku mahasiswa dalam memahami serta memanfaatkan teknologi AI secara kritis dan bertanggung jawab. Kata Kunci: growth mindset, literasi AI, mahasiswa aktif, Abstract The development of artificial intelligence (AI) technology in the digital era requires students to have AI literacy that is capable of understanding, using, and listening to AI critically and ethically. One of the psychological factors that begins in the formation of AI literacy is growth mindset. This study aims to examine the relationship between growth mindset and AI literacy in students who actively participate in the teaching and learning process at universities in Indonesia. The study used a quantitative approach with a non-experimental correlational and cross-sectional design. Participants were 112 active students selected through convenience sampling techniques. Data analysis was carried out using Spearman's Rank-Order correlation test and linear regression. The results showed a significant positive relationship between growth mindset and AI literacy (r = 0.502; p < 0.01). Growth mindset collected positive with all seven dimensions of AI literacy, with the highest correlation in the critical thinking dimension (r = 0.473), followed by cognitive skills, morality, application skills, perceived usefulness, and perceived ease of use. Regression analysis showed that growth mindset contributed 29.1% to AI literacy (R² = 0.291; p < 0.001). This finding confirms that growth mindset plays a crucial role in shaping students' cognitive readiness, ethical attitudes, and behaviors in understanding and utilizing AI technology critically and responsibly. Keywords: growth mindset, AI literations, active college student
Peran Growth Mindset sebagai Prediktor Digital Well-Being pada Mahasiswa Fadhilah Ahmad Qaniah; Dwi Fitra Arreski; Jumadi Mori Salam Tuasikal; Muh Saldin; Moh Andre Sahputra
PEDAGOGIKA Vol 17 No 1 (2026): Vol 17 No 1 2026: April
Publisher : Fakultas Ilmu Pendidikan Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37411/pedagogika.v17i1.4768

Abstract

Studi ini bertujuan menguji peran growth mindset sebagai prediktor digital well-being pada mahasiswa yang aktif mengikuti proses belajar mengajar di perguruan tinggi di Indonesia. Digital well-being dipahami sebagai pengalaman subjektif keseimbangan optimal antara manfaat dan kerugian yang diperoleh dari konektivitas digital, sementara growth mindset adalah keyakinan bahwa kecerdasan dan kemampuan dapat dikembangkan melalui usaha dan strategi belajar. Penelitian menggunakan desain kuantitatif korelasional non-eksperimental dengan pendekatan cross-sectional, melibatkan 125 mahasiswa yang dipilih melalui teknik convenience sampling. Pengukuran growth mindset menggunakan Growth Mindset Scale (8 item) dari Sigmundsson dan Haga (2024), sedangkan digital well-being diukur dengan skala adaptasi Arslankara et al. (2022) yang mencakup dimensi responsible, satisfaction, dan wellness (12 item). Analisis dilakukan menggunakan korelasi Spearman dan regresi linear sederhana. Hasil uji korelasi menunjukkan hubungan positif yang signifikan antara growth mindset dan digital well-being (r = 0,459; p < 0,01), dengan korelasi terkuat pada dimensi satisfaction (r = 0,542; p < 0,01) dan dimensi responsible (r = 0,361; p < 0,01), sementara dimensi wellness tidak berkorelasi secara signifikan (r = 0,112; p > 0,05). Analisis regresi linear mengonfirmasi bahwa growth mindset memberikan kontribusi sebesar 28,3% (R² = 0,283; F = 30,771; p < 0,001) dalam memprediksi digital well-being. Temuan ini mengindikasikan bahwa keyakinan mahasiswa bahwa kemampuan mereka dapat berkembang berperan penting dalam mendorong pola penggunaan teknologi digital yang lebih sehat dan memuaskan. Implikasi penelitian menekankan urgensi integrasi pelatihan growth mindset ke dalam program literasi digital dan layanan bimbingan konseling di perguruan tinggi. Kata Kunci: growth mindset, digital well-being, mahasiswa aktif, kesejahteraan digital ABSTRACT This study aims to examine the role of growth mindset as a predictor of digital well-being among college students actively participating in the teaching and learning process at higher education institutions in Indonesia. Digital well-being is understood as the subjective experience of an optimal balance between the benefits and costs derived from digital connectivity, while growth mindset refers to the belief that intelligence and abilities can be developed through effort and appropriate learning strategies. This research employed a non-experimental quantitative correlational design with a cross-sectional approach, involving 125 students selected through convenience sampling. Growth mindset was measured using the Growth Mindset Scale (8 items) developed by Sigmundsson and Haga (2024), while digital well-being was assessed through an adapted scale from Arslankara et al. (2022) comprising the responsible, satisfaction, and wellness dimensions (12 items). Data were analyzed using Spearman's rank correlation and simple linear regression. The results revealed a significant positive correlation between growth mindset and digital well-being (r = 0.459; p < 0.01), with the strongest correlations observed in the satisfaction dimension (r = 0.542; p < 0.01) and the responsible dimension (r = 0.361; p < 0.01), whereas the wellness dimension showed no significant association (r = 0.112; p > 0.05). Linear regression analysis confirmed that growth mindset contributed 28.3% (R² = 0.283; F = 30.771; p < 0.001) to the prediction of digital well-being. These findings indicate that students' belief that their abilities can be developed plays an important role in fostering healthier and more satisfying patterns of digital technology use. The study's implications underscore the urgency of integrating growth mindset training into digital literacy programs and guidance and counseling services in higher education. Keywords: growth mindset, digital well-being, active college students, digital wellness
AI LITERACY AND RISK TOLERANCE AMONG UNIVERSITY STUDENTS Dwi Fitra Arreski; Fadhilah Ahmad Qaniah; Maharani Eka
IDEI: Jurnal Ekonomi & Bisnis Vol 7 No 1 (2026): JUNE 2026
Publisher : Insan Doktor Ekonomi Indonesia (IDEI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38076/y0myhg56

Abstract

This study investigated the relationship between artificial intelligence (AI) literacy and risk tolerance among Indonesian university students. As generative AI tools became deeply embedded in students' academic and personal decision-making, understanding how different dimensions of AI literacy related to risk-taking dispositions became increasingly important. A correlational quantitative design was employed, involving 156 university students recruited through purposive sampling. AI literacy was measured using the seven-dimensional AI Literacy Scale developed by Nong et al. (2024), comprising application ability, morality, critical thinking, self-efficacy, cognitive ability, perceived ease of use, and perceived usefulness. Risk tolerance was assessed using the Financial Risk Tolerance Scale developed by Grable and Lytton (1999). Spearman's rho correlation analysis was used to examine the relationship between variables. The results revealed that only the perceived ease of use dimension was significantly and negatively correlated with risk tolerance (r = -0.326, p < 0.01), whereas the other six dimensions of AI literacy showed no significant correlation. These findings indicated that students who perceived AI tools as easier to use tended to display lower risk tolerance, suggesting that effortless interaction with AI may foster cognitive comfort that reduces willingness to engage with uncertainty. The study contributed to the AI literacy literature by demonstrating dimension-specific associations between AI literacy and a key psychological disposition. Penelitian ini menyelidiki hubungan antara literasi kecerdasan buatan (AI) dan toleransi risiko pada mahasiswa di Indonesia. Seiring dengan semakin tertanamnya alat AI generatif dalam pengambilan keputusan akademik dan personal mahasiswa, pemahaman tentang bagaimana berbagai dimensi literasi AI berkaitan dengan disposisi pengambilan risiko menjadi semakin penting. Penelitian ini menggunakan desain kuantitatif korelasional dengan melibatkan 156 mahasiswa yang dipilih melalui purposive sampling. Literasi AI diukur menggunakan AI Literacy Scale tujuh dimensi yang dikembangkan oleh Nong et al. (2024), terdiri dari application ability, morality, critical thinking, self-efficacy, cognitive ability, perceived ease of use, dan perceived usefulness. Toleransi risiko diukur menggunakan Financial Risk Tolerance Scale yang dikembangkan oleh Grable dan Lytton (1999). Analisis korelasi Spearman digunakan untuk menguji hubungan antar variabel. Hasil penelitian menunjukkan bahwa hanya dimensi perceived ease of use yang berkorelasi negatif signifikan dengan toleransi risiko (r = -0,234, p < 0,01), sedangkan enam dimensi literasi AI lainnya tidak berkorelasi signifikan. Temuan ini mengindikasikan bahwa mahasiswa yang merasa alat AI lebih mudah digunakan cenderung memiliki toleransi risiko yang lebih rendah, menunjukkan bahwa interaksi yang mudah dengan AI dapat menumbuhkan kenyamanan kognitif yang menurunkan kesediaan menghadapi ketidakpastian.
Co-Authors Ahmad Ridha Muthmainnah Azmi Fauziah F. Lambause B. Dunggio, Mohammad Rizki Darmawan Thalib Dwi Fitra Arreski Ersya Febryani Van Gobel Faizulhaq H. Rahman Fivi Nurwianti Ismail, Reska Putri Jumadi Mori Salam Tuasikal Khofifah Reihana Arbie Khusnul Khatimah Maharani Eka Moh Andre Sahputra Muh Saldin Nicki Yutapratama Nur Asra Paputungan Saldin, Muh. Sri Wahyuni M Polinggapo Widi Candika Pakaya Yutapratama, Nicki Zhankih Al Ayubi