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All Journal Psikologika : Jurnal Pemikiran dan Penelitian Psikologi Humanitas: Indonesian Psychological Journal Empathy : Jurnal Fakultas Psikologi Persona: Jurnal Psikologi Indonesia Jurnal Pengukuran Psikologi dan Pendidikan Indonesia (JP3I) Profetika Jurnal Psikologi Perseptual Syntax Literate: Jurnal Ilmiah Indonesia GUIDENA: Jurnal Ilmu Pendidikan, Psikologi, Bimbingan dan Konseling Insight : Jurnal Pemikiran dan Penelitian Psikologi Sukma: Jurnal Pendidikan Psychosophia: Journal of Psychology, religion, and humanity International Journal of Islamic Educational Psychology Devotion: Journal of Research and Community Service Jurnal Psikologi : Media Ilmiah Psikologi Kharisma: Jurnal Administrasi dan Manajemen Pendidikan Afeksi: Jurnal Psikologi Sukma: Jurnal Pendidikan
Khoiruddin Bashori
Fakultas Psikologi Universitas Ahmad Dahlan
Religion Arts Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Physics Public Health Social Sciences Other

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Measuring the Grit Scale for Teachers of Children With Special Needs in Indonesia: Mengukur Skala Grit untuk Guru Anak Berkebutuhan Khusus di Indonesia Syifa'a Rachmahana, Ratna; Chirzin, Muhammad; Bashori, Khoiruddin; Purnomo, Halim
Psikologika: Jurnal Pemikiran dan Penelitian Psikologi Vol. 28 No. 2 (2023)
Publisher : Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/psikologika.vol28.iss2.art2

Abstract

Grit is the ability of individuals to exhibit commitment, persistence in effort, as well as passion to attain long-term objectives. The research on grit in Indonesia has remained limited to students, and the investigation among teachers was popularized by Baraquia (2020). This aligns with the emergence of performance appraisal systems for teachers in the Philippines to support the continuous development of the teaching profession. Therefore, this research aimed to measure the validation of the Teacher's Grit Scale (TGS) in the Indonesian version. The adaptation process was carried out following the guidelines from the International Test Commission (ITC) using the Confirmating Factor Analysis (CFA) method. CFA is the most reliable analytical method so far in testing the construct validity of a measurement tool in the fields of psychology, education, and social sciences. Data were collected from 301 teachers of children with special needs (CSN) selected by accidental sampling based on CFA test analysis using JASP. The results showed that the model fulfilled the criteria for fit, namely RMSEA .076, CFI .929, TLI .913, RNI .929, GFI .995, and SRMR .049. Therefore, TGS-Indonesia was valid and reliable for measuring grit in CSN teachers, and the discussion and implications were presented in the subsequent research.
Menyemai Perilaku Prososial di Sekolah Bashori, Khoiruddin
SUKMA: Jurnal Pendidikan Vol. 1 No. 1 (2017)
Publisher : Yayasan Sukma

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32533/01103.2017

Abstract

Perilaku prososial adalah perilaku memberikan manfaat kepada orang lain dengan membantu meringankan beban fisik atau psikologinya, yang dilakukan secara sukarela. Bentuknya dapat beraneka ragam. Perkembangan perilaku prososial berkaitan dengan penalaran moral siswa. Konsep kunci untuk memahami perkembangan moral adalah internalisasi, yaitu perubahan perkembangan perilaku yang pada mulanya dikendalikan secara eksternal menuju perilaku yang dikendalikan secara internal. Sejak dirni siswa perlu dibiasakan dengan nilai-nilai prososial. Dengan kuatnya nilai-nilai internal anak yang dibawa siswa dari sekolah diharapkan anak tidak terlalu tergantung pada situasi-situasi eksternal, dan lebih yakin dengan standar-standar internal perilakunya sendiri. Di sekolah perlu dikurangi ambiguitas lingkungan dan diajarkan perilaku bertanggung jawab. Siswa perlu diberi kesempatan yang lebih luas untuk berinteraksi secara positif. Hubungan sebaya yang positif memberikan kesempatan bagi siswa untuk belajar dan berlatih keterampilan prososial. Interaksi kolaboratif dengan teman sebaya juga diyakini dapat memotivasi pengembangan keterampilan kognitif yang mendukung terbentuknya perilaku prososial. Di samping itu, kedekatan hubungan guru dengan siswa juga memiliki peran penting dalam internalisasi nilai-nilai prososial. Dalam konteks pembelajaran, model instruksional kooperatif dan kolaboratif terbukti lebih dapat menumbuhkan perilaku menolong.
Pendidikan Politik di Era Disrupsi Bashori, Khoiruddin
SUKMA: Jurnal Pendidikan Vol. 2 No. 2 (2018)
Publisher : Yayasan Sukma

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32533/02207.2018

Abstract

Era disrupsi adalah masa ketika perubahan terjadi sedemikian tidak terduga, mendasar dan hampir dalam semua aspek kehidupan. Tatatan baru hadir menggantikan tatanan lama yang sudah tidak sesuai dengan tuntutan zaman. Dalam hal politik, disrupsi akan mendorong terjadinya digitalisasi sistem politik. Munculnya inovasi aplikasi teknologi digital akan menginspirasi lahirnya aplikasi sejenis di bidang politik. Tidak lama lagi, hingar bingar kampanye pengerahan massa, akan diganti dengan edukasi via berbagai media soal, yang tidak saja lebih murah akan tetapi juga memiliki daya jangkau audien yang jauh lebih luas dan merata. Paper ini ingin mengungkapkan perlunya pemahaman kita tentang politik di era disrupsi, dan bagaimana menghadapi fenomena ini dengan lebih menekankan pada perlunya pendidikan politik yang lebih dapat menyesuaikan dengan kondisi saat ini.
Manajemen Organisasi Pendidikan: Studi tentang Yayasan dan Sekolah Sukma Bangsa di Aceh Moerdijat, Lestari; Supratikno, Hendrawan; S. Ugut, Gracia Shinta; Bashori, Khoiruddin; Pramono, Rudy
SUKMA: Jurnal Pendidikan Vol. 5 No. 1 (2021)
Publisher : Yayasan Sukma

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32533/05106.2021

Abstract

Manajemen organisasi dengan learning organization telah terbukti berhasil meningkatkan kapasitas dan perubahan sistem, namun belum begitu banyak penelitian yang memfokuskan diri tentang implementasi learning organization pada organisasi yang baru terbentuk dan membentuk manajemen organisasinya. Penelitian tentang Yayasan dan Sekolah Sukma Bangsa di Aceh ini memfokuskan diri pada hal tersebut. Penelitian konsern dengan 3 hal yaitu learning organization, knowledge creation dan dynamic capability pada sekolah Sukma yang didirikan di Aceh dengan latar belakang konflik dan bencana alam yang terjadi sejak 2000-2004. Penelitian ini menyimpulkan bahwa learning organization (LO) tidak dapat berdiri sendiri. Keberadaannya yang sering terhubung sebagai referensi bagi subyek penelitian ini (baik informan kunci, narasumber dan partisipan aktif) menempatkannya dalam tataran strategis dalam manajemen organisasi. Konsep LO di Yayasan Sukma yang sering ditemukan dalam penelitian adalah sub konsep personal mastery diikuti oleh mental model, system thinking. Kemudian shared vision dan terakhir adalah team learning. Kemudian, pada konsep knowledge creation dalam model socialization externalization collaboration internalization (SECI) yang sering ditemukan adalah sub konsep socialization diikuti oleh eksternalisasi, kombinasi dan terakhir adalah internalisasi. Selanjutnya pada konsep dynamic capabilities (DC) di Yayasan Sukma yang sering diperlihatkan adalah sub konsep transforming  yang diikuti oleh sensing. 
The Role of Learning Organizations in Nurturing Innovation within Post-Conflict Education Bashori, Khoiruddin
International Journal of Islamic Educational Psychology Vol. 6 No. 2 (2025): December
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ijiep.v6i2.28710

Abstract

This study explores the link between innovation capacity and organizational learning in post-conflict educational settings, focusing on Sukma Bangsa schools in Aceh, Indonesia. It examines how these schools overcome challenges to implement innovative practices that enhance learning outcomes. Using qualitative data from interviews, surveys, and observations, the research highlights collaboration, community engagement, and flexible teaching methods as key drivers of innovation. Despite obstacles like resource shortages and trauma, the schools effectively adapt, fostering resilience and creativity. The findings offer broader insights into how organizations in post-conflict contexts can strengthen innovation to improve performance. Beyond education, the study provides lessons for sectors like healthcare, where similar dynamics may apply. By identifying strategies for adaptation, it underscores the value of an innovation-friendly culture in overcoming adversity. This research contributes to understanding the relationship between learning and innovation in conflict-affected environments, offering practical guidance for policymakers and practitioners seeking to enhance resilience in post-conflict recovery efforts
Meningkatkan Resiliensi dalam Pendidikan: Peran Mindfulness dalam Menumbuhkan Fleksibilitas Kognitif dan Kekuatan Emosional Bashori, Khoiruddin
SUKMA: Jurnal Pendidikan Vol. 9 No. 2 (2025)
Publisher : Yayasan Sukma

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32533/09201.2025

Abstract

This article explores the transformative role of mindfulness in strengthening resilience within educational settings, particularly how mindfulness fosters cognitive flexibility and emotional strength—two key traits for adapting to academic and life challenges. Based on research involving students and educators, it concludes that mindfulness not only reduces stress but also enhances emotional regulation, empathy, and adaptive thinking. Integrating mindfulness into the curriculum has been shown to improve student engagement, psychological well-being, and academic performance. By emphasizing emotional intelligence, this article highlights the development of a responsive and inclusive school culture.
Pengaruh dark triad personality terhadap perilaku cyberbullying: Empati dan regulasi emosi sebagai mediator: The influence of dark triad personality on cyberbullying behavior: Empathy and emotional regulation as mediators Safaria, Triantoro; Bashori, Khoiruddin
Persona:Jurnal Psikologi Indonesia Vol. 12 No. 1 (2023): Juni
Publisher : Faculty of Psychology Universitas 17 Agustus 1945 Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30996/persona.v12i1.8250

Abstract

Currently, cyberbullying remains a problem globally. This issue is prevalent among teenagers. Several studies have explored this problem, but none have attempted to test the theoretical model of the dark triad personality, empathy, and emotional regulation on cyberbullying. This research aims to test a model involving cyberbullying, dark triad personality, empathy, and emotional regulation as mediators. A total of 309 out of 1205 high school students from two private schools (207 students) and one public school (102 students) in Yogyakarta voluntarily participated in this study. Purposive sampling was used to recruit respondents. The cyberbullying scale (α = .932), dark triad personality scale (α = .752), empathy scale (α = .785), and emotional regulation scale (α = .915) were used to collect data. Content validity and internal consistency reliability were applied. Data analysis was conducted using Structural Equation Modeling (SEM) with Amos 12 software. The results of this study indicate that the model of dark triad personality, empathy, and emotional regulation as mediators of cyberbullying behaviour produces a well-fitting model with its empirical data (CMIN=.747, p=862, RMSEA= .000, GFI= .999). Emotional regulation and empathy partially mediate the influence of psychopathy and narcissism on cyberbullying behaviour. Psychopathy is the only personality trait of the dark triad that directly or indirectly affects cyberbullying. The implications of the research are the need to develop interventions to reduce the dark triad personality traits and enhance empathy and emotional regulation in adolescents, in order to avoid cyberbullying behavior.
Emotional Intelligence, Optimism, and Peer Support as Predictors of Students’ Psychological Well-Being: A Case Study to Enhance Educational Management Quality Rochman, Fauzi; Partino, Raden; Bashori, Khoiruddin; Amin Widigdo, Mohammad Syifa
Kharisma: Jurnal Administrasi dan Manajemen Pendidikan Vol. 5 No. 1 (2026): Integrative Islamic Education Management
Publisher : Perkumpulan Dosen Tarbiyah Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59373/kharisma.v5i1.129

Abstract

Background: The undergraduate thesis writing process is a critical phase that can adversely affect students’ psychological well-being. From an educational management standpoint, addressing this is crucial for student retention, success, and institutional quality. Methods: This quantitative study investigated the influence of emotional intelligence, optimism, and peer support on the psychological well-being of 233 thesis-writing students from two Indonesian universities. Data were collected using validated scales and analyzed using Structural Equation Modeling (SEM) in LISREL. Results: The findings revealed that the three variables simultaneously had a positive and significant effect on psychological well-being, accounting for 89% of its variance (R² = 0.89). Each construct also contributed a significant positive effect individually. Conclusion and Implications: The results underscore the necessity for a proactive educational management approach. Higher education institutions are advised to move beyond a purely academic focus and develop comprehensive support systems. These systems should integrate structured training for emotional skills, programs to foster optimism, and university-facilitated peer support networks. Incorporating these elements into the core student affairs strategy is essential for creating a healthier learning environment and promoting sustainable academic success. This study is among the first to integrate emotional intelligence, optimism, and peer support within a single SEM-based model in the thesis-writing context, advancing the educational management literature by identifying peer support as the dominant institutional leverage point for student psychological well-being.
Co-Authors Adika Windu Prasaja, Adika Windu Bagus Riyono Dewi Azhar, Rosa Kusuma Diah Anindita Elli Nur Hayati Erita Yuliasesti Diah Sari Gracia S Ugut Hadi Suyono Hendrawan Supratikno Heri Susanto junianto, mahmud Moerdijat, Lestari Muhammad Chirzin Muhammad Nur Syuhada Muhammad Syifa Amin Widigdo Noka, Isara Abda Oki Tri Handono, Oki Tri Partino, Raden Pramesti, Maulida Amalia Pramono, Rudy Purnomo, Halim Putryani, Suci Ratna Syifa'a Rahmahana Repa, Meidiya Ende Rochman, Fauzi Samsuddin, Muhammad Samsudin, Muh. Sari, Erita Yuliasteti Diah Setiyaka, Heru Situmorang, Nina Zulida Suwandi, Grandikha Faatih Thohari Rohman, Charis Triantoro Safaria