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All Journal Educational Guidance and Counseling Development Journal Bulletin of Counseling and Psychotherapy Indonesian Journal of Counseling and Development Journal of Community Service
ardis, nurfaidah
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Peningkatan Kesehatan Mental Melalui Couns Day bagi Remaja di Kabupaten Gowa Qarimah, Inayah Ridhayanti; Maslina; Ria, Fitriana; Abdullah, Abid Raisardhi; Ardis, Nurfaidah
INKAMKU : Journal of Community Service Vol 4 No 2 (2025): INKAMKU : Journal of Community Service
Publisher : LP2M Universitas Islam Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47435/inkamku.v4i2.4249

Abstract

Fenomena yang banyak ditemukan di lapangan adalah kecenderungan remaja melakukan self-diagnosis melalui media sosial , padahal pada kenyataannya mereka lebih membutuhkan ruang aman untuk bercerita dan dukungan emosional dari teman sebaya . Kegiatan pengabdian masyarakat ini dilaksanakan dalam bentuk Counts Day dengan metode Sungai Kehidupan dan Butterfly Hug bagi remaja di Kabupaten Gowa . Metode Sungai Kehidupan digunakan untuk menggali perjalanan hidup peserta melalui momen naik -turun masalah yang dialami remaja , sementara Butterfly Hug diterapkan sebagai teknik sederhana untuk memperkuat diri dan menumbuhkan rasa syukur terhadap diri sendiri . Hasil kegiatan menunjukkan bahwa peserta memahami pentingnya menjaga kesehatan mental, menyadari manfaat memiliki teman cerita dalam meringankan beban emosional , serta mulai menginternalisasi sikap peduli terhadap diri sendiri . Temuan ini mempertegas bahwa pendekatan konseling berbasis narasi dan dukungan sebaya mampu menjadi strategi efektif dalam meningkatkan ketahanan mental remaja .
The Role of Subjective Well-Being in Mediating Grit and Academic Stress Among Final-Year Students at University X Ardis, Nurfaidah; Nugraha, Summed P; Nasution, Salsabila; Raisardhi, Abid; Nasir, Ehsan
Indonesian Journal of Counseling and Development Vol. 7 No. 2 (2025): December 2025
Publisher : Institut Agama Islam Negeri Kerinci, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32939/ijcd.v7i2.6092

Abstract

Academic difficulties faced by final-semester students often lead to academic stress, which can hinder thesis progress. This study aimed to investigate the role of Subjective Well-Being (SWB) in mediating the relationship between Grit and academic stress among final-semester students at University X in Makassar. A total of 319 students participated in the study, including 214 women and 105 men. Data were collected using the Educational Stress Scale for Adolescents (ESSA) to measure academic stress, the Grit-S Scale to assess Grit, and the Positive and Negative Affect Schedule (PANAS) and Satisfaction with Life Scale (SWLS) to measure SWB. Data were analyzed using the Medmod technique in Jamovi software. The results showed that SWB could be a mediator between Grit and academic stress (path coefficient = 0.559, p < 0.01), and SWB explained 50% of the total effect, indicating partial mediation. Furthermore, the correlation analysis revealed a strong positive correlation between Grit and SWB (r = 0.665, p < 0.01), and between SWB and academic stress (r = 0.600, p < 0.01). Practical implications of this study include the need for universities to implement programs that enhance students' Grit and SWB, such as mental resilience training and self-regulation support. These interventions could help students manage academic stress more effectively, improving both their academic performance and overall well-being. The study emphasizes the need for mental health support for final-semester students as they complete their thesis
Validity and Reliability of the Objective Measure of Ego Identity Status Adaptation: The Rasch Model Approach Umar, Nur Fadhilah; Syahril, M. Fiqri; Nasution, Salsabila; Ardis, Nurfaidah; azzahrah, Humairah; Rafli, Muhammad
Bulletin of Counseling and Psychotherapy Vol. 7 No. 3 (2025): Bulletin of Counseling and Psychotherapy
Publisher : Kuras Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51214/002025071583000

Abstract

Ego identity plays a crucial role in shaping an individual’s self-concept, career decisions, and social relationships. Accurately measuring ego identity status is essential for understanding identity formation and promoting healthy psychological development. This study examines the validity and reliability of the adapted Objective Measure of Ego Identity Status (OMEIS) using the Rasch Model, a contemporary psychometric approach that enhances measurement precision. A sample of 431 university students participated in this study, with data collected through an online questionnaire. Rasch analysis was employed to assess item fit, rating scale effectiveness, person reliability, and item difficulty levels. The results indicate that the adapted OMEIS demonstrates strong structural validity and high item reliability (0.99), although person reliability (0.63) requires improvement. The Wright Map analysis confirms the instrument’s ability to capture variations in ego identity, while item difficulty analysis highlights areas for potential refinement. Findings suggest that the Rasch Model provides a robust framework for validating psychological instruments, ensuring their applicability across diverse populations. This study contributes to the refinement of identity measurement tools and underscores the importance of advanced psychometric methodologies in psychological research
The Impact of Fatigue on Learning Concentration Through Self-Esteem as a Mediating Variable: Path Analysis Among Indonesian University Students Abdullah, Abid Raisardhi; Nasution, Salsabila; Ardis, Nurfaidah
Educational Guidance and Counseling Development Journal Vol 9, No 1 (2026): EGCDJ
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/egcdj.v9i1.39405

Abstract

The digital transformation of higher education has intensified academic demands, placing university students at heightened risk of chronic fatigue that disrupts cognitive functioning. Despite growing awareness of this issue, the mechanisms through which academic fatigue impairs learning concentration, particularly the mediating role of self-esteem, remain underexplored in the Indonesian higher education context. This study examined the direct and indirect effects of academic fatigue on learning concentration, with self-esteem as a mediating variable. A total of 1,172 active university students across Indonesia were recruited via simple random sampling. Data were collected using three validated instruments: the Academic Fatigue Scale, the Self-Esteem Scale, and the Learning Concentration Scale. Path analysis using the lavaan package in RStudio confirmed that fatigue exerts a significant negative direct effect on self-esteem (β = -0.456, p < 0.001) and learning concentration (β = -0.306, p < 0.001). Self-esteem partially mediated the fatigue–concentration relationship, with an indirect effect of -0.089 (95% CI [-0.117, -0.059]) and a total effect of -0.396. Power analysis validated the sample’s adequacy, yielding statistical power exceeding 0.99—well above the minimum required threshold of 176 respondents. These findings demonstrate that academic fatigue undermines cognitive functioning both directly and indirectly by eroding students’ self-perception through mechanisms of internal sabotage and imposter syndrome. Theoretically, the results support Cognitive Load Theory and the Anxiety-Buffering Hypothesis within the digital higher education context. Practically, universities are recommended to implement Student Assistance Program (SAP)-based interventions, encompassing regular fatigue screening, cognitive load management training, and Cognitive Behavioral Therapy (CBT), to reinforce students’ self-esteem as a cognitive buffer and break the chain of fatigue’s adverse effects on academic performance.
Co-Authors Abdullah, Abid Raisardhi Azzahrah, Humairah Maslina Nasir, Ehsan Nasution, Salsabila Nugraha, Summed P Qarimah, Inayah Ridhayanti Rafli, Muhammad Raisardhi, Abid Ria, Fitriana Syahril, M. Fiqri Umar, Nur Fadhilah