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All Journal SPEKTRUM: Jurnal Pendidikan Luar Sekolah (PLS) Konselor Proceedings of Annual International Conference Syiah Kuala University - Social Sciences Chapter Nadwa : Jurnal Pendidikan Islam Motiva: Jurnal Psikologi Journal on Education Jurnal Syntax Transformation Jurnal Penelitian Pendidikan, Psikologi Dan Kesehatan (J-P3K) Journal of Psychological Perspective Jurnal Ekonomi Jurnal Pengabdian Mandiri World Psychology Jurnal Psikologi Terapan (JPT) Literacy : International Scientific Journals of Social, Education, Humanities Gotong Royong : Jurnal Pengabdian, Pemberdayaan Dan Penyuluhan Kepada Masyarakat (J-P3KM) Jurnal Pendidikan dan Pengabdian Masyarakat Jurnal Psikologi dan Konseling West Science AMMA : Jurnal Pengabdian Masyarakat Jurnal Medika: Medika E-Amal: Jurnal Pengabdian Kepada Masyarakat International Journal of Pedagogy and Learning Community (IJPLC) International Journal of Educatio Elementaria and Psychologia
Hafnidar Hafnidar
Program Studi Psikologi, Fakultas Kedokteran, Universitas Malikussaleh
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Dentistry Economics, Econometrics & Finance Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Medicine & Pharmacology Neuroscience Nursing Public Health Social Sciences Other

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Pemaafan (Forgiveness) dan Resiliensi (Recilience) pada Pelajar yang mengalami Social Media Fatigue dimasa Pandemi Covid-19 H Hafnidar; Nursan Junita; Cut Ita Zahara
Journal of Psychological Perspective Vol. 3 No. 1 (2021)
Publisher : Utan Kayu Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47679/jopp.311412021

Abstract

During the Covid-19 pandemic, communication technology increasingly controls all aspects of human life, in order to achieve success in studying, resilience is essential for Indonesian students. This study aims to empirically test the relationship between forgiveness and resilience in students who experience social media fatigue measured by the Social Media Fatigue Scale that the author created himself based on Bright (2015) concept. A total of 279 Indonesian students spread across several cities in Sumatra and Java, Indonesia, were respondents to the study. Data collection using Forgiveness Scale (4 items, a= 0.829) and Resilience Scale (7 items, a= 0.899), which researchers created based on forgiveness theory which developed by Enright (2001) and McCullough, et al (1998) and resilience theory which developed by Reivich and Shatte (2002). The results of a simple regression test showed a significant positive relationship between forgiveness and resilience (R= .781; p less than 0.001; F=18.03) where the effective contribution of forgiveness to resilience is 33.9%. The implications of the results of the study will be discussed.  Abstrak: Masa pandemic Covid-19 teknologi komunikasi semakin mengontrol segala aspek kehidupan manusia, untuk mencapai keberhasilan dalam belajar, resiliensi sangat diperlukan pelajar Indonesia. Penelitian ini bertujuan untuk menguji secara empirik hubungan antara pemaafan dengan resiliensi pada pelajar yang mengalami social media fatigue berdasarkan Skala Social Media Fatigue yang penulis buat sendiri dari konsep Bright (2015). Sebanyak 279 orang pelajar Indonesia yang tersebar di beberapa kota di Pulau Sumatera dan Jawa, Indonesia, menjadi responden penelitian. Pengumpulan data menggunakan Skala Pemaafan (Forgiveness Scale, 14 aitem, a= 0.829) dan Skala Resiliensi (Recilience Scale, 7 aitem, a= 0.899), yang peneliti buat sendiri berdasarkan Teori Forgiveness yang dikembangkan oleh Enright (2001) dan McCullough, dkk (1998) dan Teori recilience dari Reivich dan Shatte (2002). Hasil uji regresi sederhana menunjukkan adanya hubungan positif yang signifikan antara pemaafan dengan resiliensi (R= .781; p kurang dari 0.001; F=18.03) dimana sumbangan efektif pemaafan terhadap resiliensi sebesar 33.9%. Implikasi hasil penelitian akan didiskusikan.
Intervensi Psikoedukatif melalui Program SANTUN untuk Membangun Empati dan Mencegah Bullying di Sekolah Hafnidar Hafnidar; Yulia Nanda Safitri; Ikhyanuddin Ikhyanuddin; Nursan Junita; Mishkatul Ameerah; Yella Silvia; Nadia Ulfa; Masjidah Khoiriah Hasibuan
Jurnal Medika: Medika Vol. 4 No. 4 (2025)
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/awwapf08

Abstract

Bullying di lingkungan sekolah masih menjadi permasalahan serius yang berdampak pada kesejahteraan psikologis siswa, khususnya pada masa remaja awal. Rendahnya empati, lemahnya regulasi emosi, serta kurangnya kesadaran sosial menjadi faktor yang berkontribusi terhadap munculnya perilaku perundungan. Kegiatan pengabdian kepada masyarakat ini bertujuan untuk membangun empati dan mencegah perilaku bullying melalui intervensi psikoedukatif berbasis nilai melalui Program SANTUN (Sikap Aman dan Tenteram untuk Semua). Program ini dilaksanakan di SMP Negeri 7 Sawang, Kabupaten Aceh Utara, dengan melibatkan 55 siswa dan 18 guru serta tenaga pendidik. Metode yang digunakan adalah psikoedukasi berbasis nilai dengan pendekatan ceramah interaktif, simulasi, role play, refleksi kelompok, dan focus group discussion (FGD), yang mengintegrasikan prinsip psikologi positif dan nilai pendidikan Islam. Hasil kegiatan menunjukkan adanya peningkatan pemahaman siswa mengenai bentuk-bentuk bullying, kesadaran emosi, serta kemampuan mengekspresikan empati dan perilaku prososial. Guru juga menunjukkan peningkatan kapasitas dalam mengenali dan menangani perilaku bullying serta menerapkan teknik self-therapy sederhana dalam pembelajaran. Program SANTUN dinilai efektif sebagai intervensi preventif dan promotif dalam menciptakan iklim sekolah yang aman, inklusif, dan berlandaskan nilai empati.
Psychometric Evaluation of the Learning Agility Scale–Short (LAS-S) for Indonesian Teachers Hafnidar Hafnidar; Fakhria Ulya; Ulfina Vanissa
International Journal of Pedagogy and Learning Community (IJPLC) Vol. 3 No. 1 (2026): International Journal of Pedagogy and Learning Community (IJPLC)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ijplc.v3i1.39

Abstract

Rapid changes in educational systems require teachers to continuously learn and adapt to evolving professional demands. Learning agility has therefore emerged as a critical psychological capacity supporting teacher effectiveness. This study aimed to evaluate the psychometric properties of the Indonesian version of the Learning Agility Scale–Short (LAS-S) adapted for teachers. A quantitative psychometric approach was employed involving 150 Indonesian teachers selected through random sampling. The adapted instrument consisted of 25 items representing four dimensions of learning agility: mental agility, people agility, change agility, and result agility. Data were analyzed using item discrimination analysis and internal consistency reliability testing. The results indicated that all items demonstrated acceptable to high discrimination indices, and the scale showed excellent internal consistency, with a Cronbach’s alpha coefficient of .94. These findings suggest that the Indonesian LAS-S is a reliable instrument for assessing learning agility among teachers. The availability of this measure provides a foundation for research and policy initiatives aimed at strengthening teachers’ adaptive learning capacities.
THE EFFECT OF DRAWING AND PRESENTATION ACTIVITY ON EARLY ADOLESCENTS’ HAPPINESS IN ORPHANAGES Hafnidar Hafnidar; Dina Rahma Lubis; Salsa Meutia; Silvia Putrie Ardana
International Journal of Educatio Elementaria and Psychologia Vol. 2 No. 6 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijeep.v2i6.3313

Abstract

This study examines the effect of Drawing and Presentation Activity on the happiness of early adolescents living in an orphanage setting. The research aims to determine whether expressive learning activities that combine visual representation and verbal presentation can enhance adolescents’ subjective well-being. A quantitative experimental approach was employed using a pretest–posttest design with a control group. Participants consisted of early adolescents residing in an orphanage, who were divided into an experimental group receiving the Drawing and Presentation Activity intervention and a control group receiving regular activities. Data were collected using a standardized happiness scale and analyzed using statistical tests to examine differences between groups. The results indicate a significant increase in happiness scores among adolescents who participated in the Drawing and Presentation Activity compared to those in the control group. The novelty of this study lies in integrating creative drawing and structured presentation as an educational activity to promote emotional well-being among marginalized adolescents. Furthermore, this activity-based approach emphasizes active engagement, reflection, and communication, which are essential components in learner-centered pedagogy. The findings imply that creative and participatory learning strategies can be effectively applied not only to support students’ psychological well-being but also to enhance engagement and motivation in educational contexts, including physics and physics education. By fostering positive emotions and self-expression, such activities may indirectly support meaningful learning processes, conceptual understanding, and students’ readiness to engage in science learning.
THE ROLE OF EMOTIONAL REGULATION IN CLASSROOM BEHAVIOR AND ACADEMIC PERFORMANCE IN PRIMARY SCHOOL STUDENTS Hafnidar; Dilshod Tursunov; Kabelo Dube
World Psychology Vol. 5 No. 1 (2026)
Publisher : Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/wp.v5i1.1220

Abstract

Emotional regulation has emerged as a critical component of students’ socio-emotional development, particularly in primary school settings where behavioral adjustment and academic engagement are essential for effective learning. In classroom contexts, students are required to manage emotions such as frustration, anxiety, and excitement while responding to instructional demands and social interactions. Understanding the role of emotional regulation is therefore fundamental to explaining variations in classroom behavior and academic performance among young learners. This study aims to examine the role of emotional regulation in predicting classroom behavior and academic performance in primary school students. A quantitative correlational research design was employed involving primary school students from upper elementary grades. Data were collected using standardized emotional regulation scales, teacher-rated classroom behavior instruments, and documented academic performance records. Statistical analyses included descriptive statistics, correlation analysis, and regression testing. The results indicate that emotional regulation is significantly associated with adaptive classroom behavior and positively related to academic performance. Emotional regulation also emerged as a significant predictor of classroom behavior and learning outcomes, highlighting its central role in supporting effective learning processes. The study concludes that emotional regulation is a foundational skill that influences how students behave and perform academically in primary school. These findings emphasize the importance of integrating emotional regulation development into instructional practices and educational frameworks to foster both behavioral adjustment and academic success.
Co-Authors Amiroh Untsal Asad Ananda Nurisyahadah Asfarina Asfarina Camelia Bakker Ciptro Handrianto Cut Ita Zahara Cut Ita Zahara Dilshod Tursunov Dina Rahma Lubis Fakhria Ulya Ikhyanuddin, Ikhyanuddin Intan Harniati Irza Maulina Irza Maulina Istiqomah Istiqomah Kabelo Dube Lola Wahyuni Lola Wahyuni Masjidah Khoiriah Hasibuan Mesfin Hailemariam Mishkatul Ameerah Nadia Ulfa Nessa Aqila Nur Afni Safarina Nursan Junita Nursan Junita Rahmi Maghfirah Rahmi Mauliza Rahmia Dewi Ratna Ratna Retna Aisyah Simanhate Rosnidar Mansor Rosnidar Mansor Safwan Amin Salsa Meutia Silvia Putrie Ardana Suppiah Nichiappan Ulfina Vanissa Yara Andita Anastasya Yella Silvia Yetti Mahfuzi Yulia Nanda Safitri Zurratul Muna