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All Journal SOLUTION, Journal of Counseling and Personal Development Jurnal Abdimas Musi Charitas EDUCATIONE: Journal of Education Research and Review Jurnal Kajian Bimbingan dan Konseling
Tyas, Prias Hayu Purbaning
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Humanities Computer Science & IT Economics, Econometrics & Finance Education Health Professions Medicine & Pharmacology Nursing Public Health Social Sciences Other

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Upaya Guru BK Dalam Mengelola Motivasi Belajar Pada Siswa Chyntia, Caroline; Tyas, Prias Hayu Purbaning
SOLUTION Vol 6, No 2 (2024)
Publisher : Universitas Sanata Dharma

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/sol.v6i2.10954

Abstract

The aims of this study were to: (1) find out the counseling teacher's strategy in increasing student learning motivation at SMKN 5 Yogyakarta. (2) Supporting factors for counseling teachers in increasing student learning motivation at SMKN 5 Yogyakarta. (3) Development of counseling teacher inhibiting factors in increasing student learning motivation at SMKN 5 Yogyakarta (4) Development of counseling teacher inhibiting factors in increasing student learning motivation at SMKN 5 Yogyakarta. This type of research is qualitative research in the form of a case study. Collecting data using in-depth interview techniques and observation of the two respondents. Respondents who were the main respondents were a senior counseling teacher and a junior counseling teacher. The validity used in this study is triangulation in which the researcher checks the results of the data that has been obtained from other sources to ensure that the things asked are true. The qualitative data analysis technique used by the researcher is to make verbatims, make coding from verbatims, then group themes. data filtering, and interpretation. From the results of this study, it was found that (1) the counseling teacher's strategy in increasing student learning motivation was an approach to students and acceptance of students, collaboration between lines such as: homeroom teacher, vice principal, principal, parents, and the community. (2) the supporting factors for counseling teachers in increasing student learning motivation are having an appropriate educational background, interlinear cooperation, and student background. (3) There are inhibiting factors for counseling teachers in increasing student learning motivation, namely the lack of a sense of parental loyalty and the absence of test assessments at school. (4) To overcome this, the counseling teacher immediately moves to the student to help him get the right to learn and maximize the non-test assessment used.
SELF-REWARD BEHAVIOR AS A STRATEGY TO REDUCE ACADEMIC STRESS: EVIDENCE FROM EDUCATIONAL CONTEXT Kristiani, Claudea Amanda; Tyas, Prias Hayu Purbaning
EDUCATIONE Volume 3, Issue 2, July 2025
Publisher : CV. TOTUS TUUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59397/edu.v3i2.104

Abstract

Academic stress is a pervasive issue among university students, driven by increasing academic demands, high expectations, and insufficient coping mechanisms. This study aimed to analyze the relationship between self-reward behavior and academic stress among sixth-semester students at the Faculty of Teacher Training and Education, Universitas Sanata Dharma Yogyakarta. Employing a quantitative correlational design, the research involved 212 respondents selected through purposive probability sampling. Data were collected via online questionnaires utilizing validated and reliable Likert and Guttman scales. The findings revealed that 80.2% of students reported high self-reward behavior, while 51.4% experienced high academic stress. Statistical analysis using Spearman’s rank correlation indicated a significant but weak negative relationship between self-reward and academic stress (r = -0.207, p = 0.002), suggesting that greater self-reward behavior is associated with reduced academic stress. In conclusion, while self-reward alone may not fully alleviate academic stress, it serves as a potential coping strategy that can enhance emotional well-being and support academic adjustment. The study contributes to the literature by highlighting the contextual effectiveness of self-reward in education and recommends further research to examine additional coping strategies and the long-term effects of self-reward interventions in diverse educational settings.
EDUCATIONAL IMPLICATIONS OF SOCIAL MEDIA INTENSITY ON UNIVERSITY STUDENTS’ PSYCHOLOGICAL WELL-BEING: A CORRELATIONAL STUDY Agustin, Maria Retno; Tyas, Prias Hayu Purbaning
EDUCATIONE Volume 3, Issue 2, July 2025
Publisher : CV. TOTUS TUUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59397/edu.v3i2.133

Abstract

University students in Indonesia are experiencing emerging adulthood, a period marked by identity exploration, instability, and heightened sensitivity to social feedback, making psychological well-being (PWB) a critical resource for adaptive functioning. Social media has become central to students’ academic coordination, social connection, and identity work, yet its effects on well-being remain debated internationally and locally. This study aimed to examine the relationship between social media usage intensity and PWB among undergraduate students of the Faculty of Teacher Training and Education (FKIP), Universitas Sanata Dharma, cohort 2021. A quantitative correlational design was employed, using proportionally distributed samples (N = 278) from the faculty. Social media intensity was operationalized across four dimensions—attention, immersion, duration, and frequency—while PWB was assessed using Ryff’s six dimensions. Data were collected through validated Likert-scale questionnaires (reliability: α = 0.993 for intensity; α = 0.907 for PWB) and analyzed using Spearman’s rho correlation. Results showed that most students reported high to very high intensity (73.7%) and high to very high PWB (66.2%). A small but significant negative correlation emerged between intensity and PWB (ρ = –0.134, p = .026), indicating that heavier use is modestly associated with lower well-being. The study concludes that while social media engagement is pervasive, its negative impact on PWB is minimal at the cohort level, suggesting that individual usage patterns and regulatory skills moderate outcomes. Findings are beneficial for guiding digital literacy programs, well-being modules, and nuanced policies focusing on purposeful, active engagement. Future research should employ longitudinal or experimental designs and differentiate between active and passive use.
THE ROLE OF FAMILY SUPPORT IN ENHANCING PSYCHOLOGICAL WELL-BEING AMONG FINAL-YEAR EDUCATION STUDENTS Pratiwi, Fransiska Citra; Tyas, Prias Hayu Purbaning
EDUCATIONE Volume 3, Issue 2, July 2025
Publisher : CV. TOTUS TUUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59397/edu.v3i2.134

Abstract

Final-year undergraduates face intense academic pressures, supervisory dynamics, and career uncertainty that can erode psychological well-being (PWB), while family support often serves as a primary resource in collectivist contexts. Objective: to assess the association between family support (emotional, informational, instrumental, appraisal) and Ryff-based PWB among final-year students. Quantitative correlational design at FKIP–Sanata Dharma University; sample n = 278 (Cohort 2021); 42-item family support scale (α = 0.969) and 39-item PWB scale (α = 0.918) using a 4-point Likert format; two-tailed Spearman’s ρ employed due to non-normality. Results: a strong positive association emerged between family support and PWB (ρ = 0.782; p < .001); family support levels were predominantly High/Very High (71.6%), as was PWB (70.5%), with only a small minority in lower categories. Higher perceived family support corresponds to better eudaimonic functioning (self-acceptance, autonomy, environmental mastery, positive relations, purpose in life, personal growth) during the thesis phase. Findings guide student services to screen for low family support and provide compensatory scaffolds (peer mentoring, writing/financial clinics) alongside autonomy-supportive family psychoeducation; at the policy level, they support enhancing advising capacity and structured family touchpoints at thesis milestones. Suggestions: future longitudinal, multivariate studies should test mediators (resilience, self-efficacy) and moderators (gender, SES, living arrangement), and differentiate support quality (autonomy support vs. control) in relation to specific PWB dimensions.
Online Media Usage in Guidance and Counseling Services during Covid-19 Pandemic Hastuti, Maria Margaretha Sri; Tyas, Prias Hayu Purbaning
Jurnal Kajian Bimbingan dan Konseling Vol. 6, No. 2
Publisher : citeus

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

Abstract

The Covid-19 pandemic has brought restraints into people’s activities. Consequently, during the pandemic, the school guidance and counseling services should be conducted online. Therefore, this study seeks to identify the types of online media frequently used by school counselors in classical guidance and individual or group counseling, as well as the rationale. This descriptive quantitative study involved 106 school counselors and used an Online Media Usage questionnaire to obtain the data. The results suggest that Google Form and Google Classroom have become the most used applications in classical guidance, while WhatsApp is the most popular application for individual or group counseling. These applications are selected due to the limited internet access, students’ technological literacy, students’ financial state, and privacy assurance, primarily for the counseling process. Therefore, the school counselors mainly provide asynchronous rather than synchronous services during the Covid-19 pandemic. Besides, these results can be the foundation for online guidance and counseling services development.
EDUKASI PENDIDIKAN KESETARAAN GENDER UNTUK MENCIPTAKAN RELASI SEHAT DAN HARMONIS Setiawan, Antonius Ian Bayu; Setyandari, Setyandari; Tyas, Prias Hayu Purbaning
Jurnal Abdimas Musi Charitas Vol. 9 No. 2 (2025): Jurnal Abdimas Musi Charitas Volume 9, Nomor 2, Desember 2025
Publisher : Universitas katolik Musi Charitas

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32524/jamc.v9i2.1598

Abstract

Purpose: Cases of violence against women continue to require serious attention from multiple stakeholders, particularly in relation to limited understanding of gender equality within families and intimate relationships. Unequal power relations between men and women often position women in subordinate roles within households, increasing vulnerability to gender-based violence. This community service activity aims to strengthen understanding of gender equality as a foundation for fostering healthy, equitable, and harmonious relationships. Design/Methodology/Approach: The activity was implemented using a Participatory Action Research (PAR) approach, which emphasizes active community involvement throughout the intervention process. The program was structured into four main stages: exploration, planning, implementation, and reflection and evaluation. This approach enabled participants to engage critically with gender-related issues while actively contributing to problem identification and solution development. Findings: A total of 28 participants, consisting of mothers and adolescents, were involved in the activity. Participants were divided into three groups and received differentiated interventions tailored to their characteristics and needs. The results indicate an improvement in participants’ understanding of gender equality following the intervention, as reflected through group discussions, reflective activities, and evaluation outcomes. Practical Implications: The intervention applied a group guidance model that emphasizes group dynamics, shared reflection, and collective learning. This model proved effective in enhancing participants’ awareness of gender-equitable relationships and promoting attitudes that support mutual respect and non-violent interactions within families and communities. Originality/Value: This community service program offers a participatory and context-sensitive model for gender equality education that integrates group guidance with PAR principles. The intervention contributes to promoting gender-just behavior at the community level and supports broader efforts to prevent and reduce cases of violence against women.
Co-Authors Agustin, Maria Retno Chyntia, Caroline Kristiani, Claudea Amanda Maria Margaretha Sri Hastuti Pratiwi, Fransiska Citra Setiawan, Antonius Ian Bayu Setyandari, Setyandari