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All Journal Jurnal Konseling dan Pendidikan PSYMPATHIC JIPI (Jurnal Ilmu Perpustakaan dan Informasi) Al Ishlah Jurnal Pendidikan Analitika : Jurnal Magister Psikologi UMA JURNAL DIVERSITA Edukasi Islami: Jurnal Pendidikan Islam Jurnal Sains Sosio Humaniora Journal of Education, Humaniora and Social Sciences (JEHSS) Psikoislamedia : Jurnal Psikologi Dinasti International Journal of Education Management and Social Science Science Midwifery RESLAJ: RELIGION EDUCATION SOCIAL LAA ROIBA JOURNAL Tabularasa: Jurnal Ilmiah Magister Psikologi Pelita Masyarakat JESS (Journal of Education on Social Science) Jurnal Manajemen Pendidikan dan Ilmu Sosial (JMPIS) Journal SAGO Gizi dan Kesehatan Journal La Sociale INSPIRA: Indonesian Journal of Psychological Research Indonesian Journal of Counseling and Development International Journal of Educational Review, Law And Social Sciences (IJERLAS) Multidiciplinary Output Research for Actual and International Issue (Morfai Journal) INTERNATIONAL JOURNAL OF CULTURAL AND SOCIAL SCIENCE Jouska: Jurnal Ilmiah Psikologi SCHOULID: Indonesian Journal of School Counseling ICPE
Hasanuddin
Universitas Medan Area
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Pengaruh Moril Kerja terhadap Keterlibatan Kerja dengan Kesediaan Menghadapi Perubahan sebagai Variabel Mediasi (Studi pada Tenaga Pendidik (GADIK) SPN Polda SUMUT) Azlansyah; Hasanuddin; Suryani Hardjo
Jurnal Manajemen Pendidikan dan Ilmu Sosial Vol. 7 No. 2 (2026): Jurnal Manajemen Pendidikan dan Ilmu Sosial (Februari - Maret 2026)
Publisher : Dinasti Review

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38035/jmpis.v7i2.7867

Abstract

Keterlibatan kerja adalah kesediaan untuk berusaha sebaik mungkin demi kepentingan organisasi, kesediaan bekerja melebihi apa yang diharapkan agar organisasi dapat maju. Tenaga Pendidik (Gadik) sebagai Personel Polri dengan keterlibatan kerja tinggi, ikut memperhatikan nasib organisasi. Keterlibatan mengarah pada adanya kesiapan dan kesediaan individu untuk berusaha dengan sungguh-sungguh demi kepentingan dan kelangsungan organisasi. Tenaga Pendidik (Gadik) yang bersedia melibatkan diri secara penuh dalam pekerjaan mereka yang diyakini sebagai mekanisme penyaluran kontribusi mereka untuk pencapaian tujuan organisasi. Penelitian ini bertujuan untuk melihat pengaruh moral kerja terhadap keterlibatan kerja dengan kesediaan menghadapi perubahan sebagai variabel mediasi. Sampel berjumlah 177 orang, dengan metode pengumpulan data berupa skala keterlibatan kerja, skala moral kerja, dan skala kesediaan menghadapi perubahan. Teknik analisis data menggunakan pendekatan Structural Equation Model (SEM) atau Model Persamaan Struktural. Hasil penelitian menunjukkan; (1). Ada pengaruh moral kerja terhadap kesediaan menghadapi perubahan pada tenaga pendidik, berdasarkan hasil nilai t-statistik sebesar 11,160 > 1,96 dan/atau dengan nilai p-value sebesar 0,000 < 0,04. (2). Ada pengaruh kesediaan menghadapi perubahan terhadap keterlibatan kerja tenaga pendidik berdasarkan hasil nilai t-statistik sebesar 69,211 > 1,96 dan atau dengan nilai p-value sebesar 0,000 < 0,04, (3). Ada pengaruh moral kerja terhadap keterlibatan kerja tenaga pendidik berdasarkan hasil nilai t-statistik sebesar 3,203 > 1,96 dan/atau dengan nilai p-value sebesar 0,000 < 0,04. (4). Ada pengaruh moral kerja terhadap keterlibatan kerja dengan kesediaan menghadapi perubahan sebagai variabel mediasi, berdasarkan hasil nilai t-statistik pada specific indirect effect sebesar 10,119 > 1,96 dan atau dengan nilai p-value sebesar 0,000 < 0,04 (tabel 3.16). Atau berdasarkan hasil perbandingan antara nilai pengaruh langsung (original sample) variabel Moril Kerja langsung terhadap Keterlibatan Kerja sebesar 0,119 (11,9%) lebih kecil bila dibandingkan dengan nilai pengaruh tidak langsung (original sampel pada specific indirect effect) antara variabel Moril Kerja melalui Kesediaan Berubah terhadap Keterlibatan Kerja yaitu sebesar 0,609 (60,9%).
The Effect of Quality of Work Life on Employees' Organizational Commitment With Interpersonal Communication as A Moderating Variable on Health Officers at The Namorambe Public Health Center Dinda Saranisah Putri; Hasanuddin Hasanuddin; Kaiman Turnip
Dinasti International Journal of Education Management and Social Science Vol. 7 No. 2 (2025): Dinasti International Journal of Education Management And Social Science (Decem
Publisher : Dinasti Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38035/dijemss.v7i2.5744

Abstract

Organizational Commitment is a psychological state that makes employees believe they will always be in the organization in order to achieve performance targets and want to always be with the organization forever. Quality of work life is a form of perception about the atmosphere, experience, job satisfaction and opportunities for growth and development in the organization. Interpersonal communication is the delivery of a message by one person and the reception of the message by another person or small group of people, with varying impact and with the opportunity to provide immediate feedback. The aim of the research is to examine the influence of quality of work life on organizational commitment, the influence of quality of work life on interpersonal communication, the influence of interpersonal communication on organizational commitment and the influence of quality of work life on organizational commitment with interpersonal communication as a moderating variable. This research uses quantitative methods. In this research, the sampling technique used was total sampling. The results of this research show that there is an influence between quality of work life and organizational commitment with a t-statistic value of 2.112 > 1.96 and/or a p-value of 0.035 < 0.05 (hypothesis accepted). There is an influence between quality of work life and interpersonal communication with a t-statistic value of 35.605 > 1.96 and/or a p-value of 0.000 < 0.05 (hypothesis accepted). Furthermore, there is an influence between interpersonal communication and organizational commitment with a t-statistic value of 35.061 > 1.96 and/or a p-value of 0.000 < 0.05 (hypothesis accepted). And for the final results it is explained that there is no influence between quality of work life on organizational commitment and interpersonal communication as a moderating variable with a t-statistic value of 0.683 < 1.96 and/or a p-value of 0.495 > 0.05 (hypothesis is rejected)
The Family Function and Depression on Junior High School Students: Does Emotional Regulation Mediate? Hasanuddin; Rahmi Lubis; Nabila Agnil Alivia; Christen Natalia; Nasywa Fitri Aswali Dhiya; Roza Noviardhana Hidayat; Aldira Aulia Muhaimin
Proceedings of The International Conference on Psychology and Education Vol. 4 No. 1 (2025): Proceeding of The International Conference on Psychology and Education (ICPE)
Publisher : Department of Psychology, Faculty of Education, Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/icpe.v4i1.6112

Abstract

Junior high school students are in early adolescence, where sexual hormones are active and provoke emotional instability. Pubertal life challenges cause adolescents susceptible to depression. One of the factors that causes depression is family function. However, the influence of family function with depression is inconclusive. The capability to regulate their emotions determines adolescent depression levels. This study aims to examine the role of emotional regulation in mediating the influence of family function on depression levels in junior high school students. Three hundred and one junior high school students in Medan filled out the family function scale, emotional regulation scale, and Beck Depression Inventory-II. Data analysis using a mediation test with the Jamovi statistical software Version 4.2 showed that emotional regulation did not significantly mediate family function on depression. Family function directly affects depression levels in junior high school students. Family function impacts emotional regulation and emotional regulation influences depression levels. The results of the study are beneficial in compiling intervention programs to decrease students' depression levels by focusing on strengthening family function
The relationship between self-efficacy and organizational citizenship behavior: the mediating role of emotional intelligence in teachers Annisa Putri; Hasanuddin Hasanuddin; Suryani Hardjo
Jurnal Konseling dan Pendidikan Vol. 14 No. 1 (2026): JKP
Publisher : Indonesian Institute for Counseling, Education and Therapy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/1207700

Abstract

Organizational Citizenship Behavior (OCB) among teachers plays a crucial role in enhancing the effectiveness of school organizations; however, the level of OCB is still found to be suboptimal. Internal factors such as self-efficacy and emotional intelligence are presumed to contribute to the promotion of such behavior. This study aims to analyze the relationships among self-efficacy, emotional intelligence, and OCB, as well as to examine the mediating role of emotional intelligence. This research employs a quantitative approach using Structural Equation Modeling based on Partial Least Squares (SEM-PLS). The population consisted of 312 teachers registered in the Basic Education Data (Dapodik) for the 2024/2025 academic year, and all teachers were included as the research sample using a total sampling technique. The research instruments include scales measuring self-efficacy, emotional intelligence, and OCB. The results indicate that self-efficacy has a positive and significant effect on OCB, both directly and indirectly through emotional intelligence. Emotional intelligence is proven to partially mediate this relationship. These findings suggest that improving teachers’ OCB can be achieved through strengthening self-efficacy and developing emotional intelligence. This study contributes to clarifying the psychological mechanisms underlying OCB formation and serves as a basis for developing programs aimed at enhancing teacher quality.
The Effect of Self-Efficacy on Knowledge Sharing Behaviour with Big Five Personality as a Mediator among Employees in a Service Company Delyani Fatmawina Pulungan; Hasanuddin Hasanuddin; Salamiah Sari Dewi
Indonesian Journal of Counseling and Development Vol. 8 No. 1 (2026): July 2026
Publisher : Institut Agama Islam Negeri Kerinci, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32939/ijcd.v8i1.7031

Abstract

Knowledge sharing behavior is essential in-service organizations, where service quality heavily depends on employees' ability to exchange work experience, job-related information, and practical solutions. This study examines the effect of self-efficacy on knowledge sharing behavior and investigates the mediating role of the Big Five personality dimensions among contract employees at PT Prima Karya Sarana Sejahtera (PKSS) in Medan City. The Big Five personality traits were selected as mediators because personality characteristics influence how employees translate self-efficacy into workplace behaviors, such as knowledge sharing. Adopting an explanatory quantitative design, data were collected from 300 contract employees who had participated in job-related training; the data were subsequently analyzed using Partial Least Squares-Structural Equation Modeling (PLS-SEM). The findings indicate that self-efficacy exerts a positive effect on knowledge sharing behavior. Furthermore, all five personality dimensions mediate the relationship between self-efficacy and knowledge sharing behavior, with conscientiousness emerging as the strongest pathway, followed by openness, extraversion, neuroticism, and agreeableness. The novelty of this study lies in the development of a comprehensive mediation model that simultaneously evaluates all Big Five personality dimensions as parallel mechanisms linking self-efficacy to knowledge sharing behavior. These findings contribute to knowledge management and organizational psychology by demonstrating that knowledge sharing is shaped not only by employee confidence but also by personality-driven behavioral mechanisms
THE EFFECT OF SELF-DISCLOSURE ON EMOTIONAL REGULATION WITH THE MEDIATION OF FAMILY SUPPORT IN HIGH SCHOOL STUDENTS Rani Nainggolan; Hasanuddin; Suryani Hardjo
International Journal of Cultural and Social Science Vol. 7 No. 2 (2026): International Journal of Cultural and Social Science
Publisher : Pena Cendekia Insani

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53806/ijcss.v7i2.1367

Abstract

Adolescence is a developmental stage characterized by significant biological, cognitive, and socio-emotional changes that require effective emotion regulation. This study aimed to examine the effect of self-disclosure on emotion regulation among high school students, with family support as a mediating variable. A quantitative approach was used with a population of 632 students and a sample of 200 respondents selected through random sampling. Data were collected using Likert-scale questionnaires, including the Revised Self-Disclosure Scale, the Emotion Regulation Questionnaire (Gross & John, 2003), and the Family Support Scale. Data analysis was conducted using SEM-PLS with JASP 0.19.3.0. The results showed that several self-disclosure dimensions significantly influenced emotion regulation. Intended disclosure (Beta = 0.190; p = 0.007), honesty-accuracy (Beta = 0.144; p = 0.040), and control of general depth (Beta = 0.170; p = 0.020) had a positive effect on cognitive reappraisal. The amount factor (Beta = 0.281; p < 0.001), honesty-accuracy (Beta = 0.150; p = 0.030), and control of general depth (Beta = 0.206; p = 0.004) significantly affected expressive suppression. Overall, self-disclosure contributed more consistently to emotion regulation and perceived family support than the direct effect of family support on emotion regulation. These findings highlight the importance of self-disclosure and supportive family environments in improving students’ emotion regulation abilities.
The influence of spiritual well-being on burnout in kindergarten teachers with self-efficacy as a mediating variable Rifatun Nihaya Rambe; Hasanuddin Hasanuddin; Suryani Hardjo
Science Midwifery Vol 13 No 6 (2026): February: Health Sciences and related fields
Publisher : Institute of Computer Science (IOCS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35335/midwifery.v13i6.2276

Abstract

Improving the quality of human resources is a national strategic agenda, with early childhood education playing a crucial role in shaping cognitive, social, emotional, and spiritual foundations. Kindergarten teachers face complex work demands that are prone to burnout. Spiritual well-being, the ability to feel meaning, inner peace, and spiritual connectedness, is believed to protect teachers from stress and enhance a positive outlook on work. Self-efficacy, or self-belief, plays a role in strengthening teachers' ability to face challenges, manage the classroom, and remain productive. This study aims to understand the relationship between spiritual well-being, self-efficacy, and burnout in kindergarten teachers as a basis for developing psychological interventions. This quantitative correlational study used an online questionnaire with 200 kindergarten teachers in North Labuhanbatu, analyzed using PLS-SEM to test reliability, validity, and model fit. Spiritual well-being was measured using the SWBS (Paloutzian & Ellison, 1983), burnout using the Maslach Burnout Inventory (MBI), and self-efficacy using Bandura (2006). The results showed that Spiritual Well-Being had no significant effect on burnout (β = 0.080; p = 0.581), self-efficacy was also not significant on burnout (β = −0.186; p = 0.180), but Spiritual Well-Being had a significant positive effect on self-efficacy (β = 0.768; p < 0.001). The indirect effects analysis showed that self-efficacy was not a mediator (β = −0.143; p = 0.184; 95% CI = −0.353 to 0.068). Thus, the effect of Spiritual Well-Being on kindergarten teacher burnout is more complex and requires other mediators, such as coping strategies or emotional regulation, to be effective.
Co-Authors Abdi Hardiansah Hasibuan Abdul Karim Abdul Munir Abdul Munir Abdul Murad Abidah Ayu Ade Kurnia Sari Aldira Aulia Muhaimin Aldo Rihdo Adytia Lubis Ali Pernantian Pane Amanah Surbakti Andi Chandra Annisa Putri Arif Suganda Asih Menanti Asih Menanti Asshidiq, Hasby Atika Azzakamal Azlansyah Babby Hasmayni Chairunnisa Safitri Christen Natalia Delyani Fatmawina Pulungan Dinda Saranisah Putri Elsy Pratama Putri Endah Rita Sulistya Dewi Erlina Sari Siregar Fadillah Fauza Fikriyah Iftinan Fauzi Fitriani Hadisty Fahrunnisa Haposan Lumbantoruan Harun Sitompul Ismail Ismail Izdiharunnisa Izdiharunnisa Jeane Agustientje Frans Jesslyn Wijaya Josep Sianturi Kaiman Turnip Khairuddin Khairuddin Krisman Krisman Lahmuddin Lubis M.Rajab Lubis M.Rajab Lubis Masniari Eva Juniar Panjaitan Mehri Hubbi Apmarja Mohammad Ikhwanur Rokhim Muhammad Citra Ramadhan Nabila Agnil Alivia Nasywa Fitri Aswali Dhiya Nefi Darmayanti Nina Siti Salmaniah Siregar Nita Permata Sari Siregar Novlyncia Novlyncia Nuraini Nurhasanah Parinduri, Muhammad Abrar Patisina Putri Balqis Rahimah Azzahra Pohan Rahmi Lubis Rahmi Lubis Ramadhan Syah Ramot Hasugian Rana Fathinah Ananda Rani Nainggolan Retna Astuti Kuswardani Rianda Elvinawanty Ridha Rahma Nisa Hasibuan Rifatun Nihaya Rambe Risyda Fadilah Risydah Fadilah Rizka Mianti Rizska Rabayani Robekka Margretta Ronal Hasudungan Gultom Roza Noviardhana Hidayat Rusmiati Saiful Akhyar Lubis Salamiah Sari Dewi Sarah Mafazah Daulay Shinta Oktora Shinta Tri Anggriyani Siti Aisyah Siti Fuji Sugesty Sri Ayu Melani Sri Ayu Melani Sri Mifayetty Sri Milfayetty Sri Milfayetty Suaidah Lubis Suci Soleha Suryani Hardjo Tania Gultom Timmi Ashari Trisni Adelia Vicky Firmansyah Siagian Virsan Gustian Wahyu Sukoco Yudistira Fauzy Indrawan Yulia Rahmayanti Said Siregar