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All Journal JURNAL DIVERSITA Journal of Education, Humaniora and Social Sciences (JEHSS) Psikoislamedia : Jurnal Psikologi Insight: Jurnal Ilmiah Psikologi Psikostudia : Jurnal Psikologi Jurnal Psikologi : Jurnal Ilmiah Fakultas Psikologi Universitas Yudharta Pasuruan Journal of Research in Business, Economics, and Education Journal of Business, Management, and Accounting Jurnal Penelitian Pendidikan, Psikologi Dan Kesehatan (J-P3K) Didaktika: Jurnal Kependidikan Arus Jurnal Sosial dan Humaniora Jurnal Social Library Psyche 165 Journal Jurnal Dunia Pendidikan
Sri Hartini
Universitas Prima Indonesia
Religion Humanities Economics, Econometrics & Finance Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Neuroscience Nursing Public Health Social Sciences Other

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Bullying Behaviour Intensity Reviewed from the Perception of School Climate on High School Students Julianto Julianto; Sri Hartini; Winida Marpaung
Psikostudia : Jurnal Psikologi Vol 14, No 1 (2025): Volume 14, Issue 1, Maret 2025
Publisher : Program Studi Psikologi, Fakultas Ilmu Sosial dan Ilmu Politik, Universitas Mulawarman

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30872/psikostudia.v14i1.18870

Abstract

This study examines the intensity of bullying behaviour based on the perception of school climate among high school students. The sample of this study is 243 students from grades 10 and 11 of one of the private schools in Kecamatan Medan Sunggal, Medan who were randomly selected by using disproportionate stratified random sampling. Data were collected using an Indonesian adaptation and translation of the MDS3 Climate Survey scale to measure school climate perception and the Bullying and Cyberbullying Scales for Adolescents (BCS-A) perpetration dimension to measure the intensity of bullying behaviour. The collected data were then analysed using correlational statistical techniques and Spearman's rho correlation test. The data analysis showed a negative correlation with the value of -0.508 (p < 0.05), which indicates a moderate correlation between the variable of school climate perception and bullying behaviour intensity, where the negative correlation means that the better the perception of school climate, the lower the bullying behaviour intensity, and vice versa, where the lower the perception of school climate, the higher the bullying behaviour intensity. Penelitian ini meneliti tentang intensitas perilaku bullying ditinjau dari persepsi iklim sekolah pada peserta didik tingkat Sekolah Menengah Atas (SMA). Sampel pada penelitian ini adalah 243 peserta didik tingkat X dan XI salah satu SMA Swasta yang terletak di Kecamatan Medan Sunggal, Kota Medan. Sampel dipilih secara acak menggunakan teknik disproportionate stratified random sampling. Data dikumpulkan menggunakan adaptasi dan terjemahan Bahasa Indonesia dari skala MDS3 Climate Surey untuk mengukur persepsi iklim sekolah dan skala Bullying and Cyberbullying Scales for Adolescents (BCS-A) dimensi perpetration untuk mengukur intensitas perilaku bullying. Data dianalisis menggunakan teknik statistik korelasional Spearman’s rho. Hasil analisis data menunjukkan bahwa terdapat korelasi negatif sebesar -0,508 (p < 0,05) yang dapat disimpulkan bahwa terdapat korelasi sedang variabel persepsi iklim sekolah dengan intensitas perilaku bullying, dengan korelasi negatif yang berarti semakin baik persepsi iklim sekolah maka semakin rendah intensitas perilaku bullying dan sebaliknya, rendah persepsi iklim sekolah maka semakin tinggi intensitas perilaku bullying.
Emotion Regulation as the Key to Coping with Work Stress in Working Students Sri Hartini; Cornelissen F; Cheerly Xiesoria; Angeli Kitaroe; Megawati Ginting; Rina Mirza; Lodiana Ayu
Psikostudia : Jurnal Psikologi Vol 14, No 2 (2025): Volume 14, Issue 2, Juni 2025
Publisher : Program Studi Psikologi, Fakultas Ilmu Sosial dan Ilmu Politik, Universitas Mulawarman

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30872/psikostudia.v14i2.19250

Abstract

Working students faced academic and work-related pressures that could trigger job stress, affecting psychological well-being and performance. Emotion regulation played a crucial role in helping individuals adaptively cope with pressure. This study analyzed the relationship between emotion regulation and job stress among 94 working students using a quantitative method with a correlational analysis technique. Data were collected through a questionnaire using the Job Stress Scale based on Robbins et al. (2019) and the Emotion Regulation Scale from Gross (2015). The results showed a significant negative relationship between emotion regulation and job stress, where students with good emotion regulation experienced lower job stress levels. The psychological aspect of job stress had the strongest correlation with emotion regulation compared to physiological and behavioral aspects. Individuals who used adaptive emotion regulation strategies were better at managing pressure than those who used maladaptive strategies. These findings supported Gross’s theory and previous research on job stress and psychological well-being. The study’s implications emphasized the importance of emotion regulation-based interventions in academic and work environments to help students manage stress effectively and maintain a balance between academic and job demands. Mahasiswa yang bekerja menghadapi tekanan akademik dan pekerjaan yang dapat memicu stres kerja, berdampak pada kesejahteraan psikologis dan kinerja. Regulasi emosi berperan penting dalam membantu individu mengatasi tekanan secara adaptif. Penelitian ini menganalisis hubungan antara regulasi emosi dan stres kerja pada 94 mahasiswa yang bekerja, menggunakan metode kuantitatif dengan teknik analisis korelasional. Data dikumpulkan melalui kuesioner skala Stres Kerja berdasarkan teori Robbins et al. (2019) dan skala Regulasi Emosi dari Gross (2015). Hasil penelitian menunjukkan hubungan negatif signifikan antara regulasi emosi dan stres kerja, di mana mahasiswa dengan regulasi emosi yang baik mengalami tingkat stres kerja lebih rendah. Aspek psikologis stres kerja memiliki korelasi paling kuat dengan regulasi emosi dibandingkan aspek fisiologis dan perilaku. Individu yang menggunakan strategi regulasi emosi adaptif lebih mampu mengelola tekanan dibandingkan yang menggunakan strategi maladaptif. Temuan ini mendukung teori Gross serta penelitian sebelumnya mengenai stres kerja dan kesejahteraan psikologis. Implikasi penelitian ini menekankan pentingnya intervensi berbasis regulasi emosi dalam lingkungan akademik dan pekerjaan untuk membantu mahasiswa mengelola stres secara efektif, serta menjaga keseimbangan antara tuntutan akademik dan pekerjaan.
The Effect of Self-Regulation on Burnout in Teachers at Medan Mulia Schools Hendryo Koesuma; Sri Hartini; Vivian Carolin; Putri Anggriani
Journal of Education, Humaniora and Social Sciences (JEHSS) Vol 7, No 4 (2025): Journal of Education, Humaniora and Social Sciences (JEHSS), May
Publisher : Mahesa Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34007/jehss.v7i4.2617

Abstract

Burnout in teachers is a problem that can affect the effectiveness of education. This study aims to analyze the relationship between self-regulation and Burnout in teachers at Medan Mulia School. The research method used is a quantitative approach with a correlational design. The research sample amounted to 119 teachers who were selected using a random sampling technique. Data was collected through Burnout and self-regulation scales, which were tested for validity and Reliability before use. The Pearson Product Moment analysis showed a significant negative relationship between self-regulation and Burnout (r = -0.514, p < 0.001). Self-regulation contributes 26.5% to burnout rates, while other factors influence the rest. These findings confirm that improving self-regulation can effectively reduce teacher burnout, thereby supporting optimal teaching quality.
Co-Authors Airin Angel Angela Angeli Kitaroe Angellina Anissa Mifthahurahma Sihombing Astri Maria Atrizka, diny Beby Astri Tarigan Bella Natascia Collent Catherine Meidany Chalice ongso Cheerly Xiesoria Christine Christine Christine Cindy Wiliem Cornelissen F Devina Tristanti Dori M. Panjaitan Dwi Putra, Achmad Irvan Edbert Edbert Eltalina Tarigan Emelia Debora Pinem Erica Erica Febby Claudia Fika Tarigan Hana Grace Sifra Hasibuan Hendryo Koesuma Irfan Deni Sinaga Ivana Ivana Jennifer Creszentia Salim Jenny Jenny Jenny Jessica Cendana Jocelyn Listo Govanny Julianto Julianto Karen Karen Kelvin Tanadi Kristina Zebua Ledy Diana Lodiana Ayu Madeline Tanadi Mahisar Simatupang Mariance Br Damanik marpaung, winida Megawati Ginting Merry Hartati Michael Teguh Miranda Laura Muhammad Fariz Lufthiansyah Muhammad Hatta Wijaya Nabila Husna Nabila Putri Rahma Natali Gressia Angelina Nasution Nur Afni Safarina Oktavia Meldyri Esmeralda Otniel Karo Sekali Patrick Funaidi Pebyan Prajasa Putri Anggriani Putri Danella Br Ginting Rachael Patricia Rianda Elvianawanty Rianda Elvinawanty Rina Mirza Risha Ananda Putri Robinson Robinson Rosari Ratna Cempaka Ruben Luis Tandera Satria Jujuan Hairumansyah Shearen Yen Sherly Sherly Sri Ngayomi Yudha Wastuti Valerie Utami Venny Victoria Vera Agusriani Veronita Oktavianti Br. Panjaitan Vivian Carolin Warni May Else Florence Gulo Yakub Yakub Yuliana Yuliana Yulinda S. Manurung Zen Zahara Sirait