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All Journal Jurnal Ilmiah Psikologi Terapan KONSELI: Jurnal Bimbingan dan Konseling (E-Journal) Persona: Jurnal Psikologi Indonesia PSYMPATHIC INSAN Jurnal Psikologi dan Kesehatan Mental Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini Inquiry: Jurnal Ilmiah Psikologi Journal of Psychological Science and Profession Journal Psikogenesis Jurnal Ilmiah Psikologi Mind Set PSIKOVIDYA Jurnal Paedagogy G-Couns: Jurnal Bimbingan dan Konseling Procedia : Studi Kasus dan Intervensi Psikologi Journal of Instructional and Development Researches Psyche 165 Journal Buletin Psikologi Jurnal Pendidikan Anak
Linda Primana
Fakultas Psikologi, Universitas Indonesia, Depok, Jawa Barat
Religion Humanities Decision Sciences, Operations Research & Management Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Library & Information Science Mathematics Neuroscience Nursing Physics Public Health Social Sciences Other

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Faktor-Faktor yang Memengaruhi Hubungan Kelekatan Ibu terhadap Janin dalam Kandungan Sulistami Prihandini; Linda Primana
Buletin Psikologi Vol 27, No 2 (2019)
Publisher : Faculty of Psychology Universitas Gadjah Mada

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (649.354 KB) | DOI: 10.22146/buletinpsikologi.47960

Abstract

Based on previous studies, it has been known that maternal fetal attachment, significantly affects the health of mother's pregnancy and the optimization of infant development. This literature review wants to find out what factors influence maternal fetal attachment. After extracting 343 articles, 9 articles were discussed. As the result, there are several demographic and psychological variables that significantly influence maternal fetal attachment. Demographic variables that influence maternal fetal attachment are age, maternal education, socioeconomic status, number of children, type of pregnancy (parity), pregnancy plan, previous pregnancy, impaired pregnancy and gestational age. On the other hand, psychological influences on maternal and fetal attachment are depression, social support, family atmosphere, anxiety, self-compassion, and pregnant mother's ability to be close and trusting to other people.
AGENTIC ENGAGEMENT PESERTA DIDIK SELAMA PEMBELAJARAN DARING: PENGARUH MOTIVASI INTRINSIK DAN PERCEIVED TEACHER AUTONOMY SUPPORT Surayya Sakinah; Linda Primana; Erreina Saifa Aurelian; Kandida Dita Kusumadewi
Journal of Psychological Science and Profession Vol 7, No 1 (2023): Jurnal Psikologi Sains dan Profesi (Journal of Psychological Science and Profess
Publisher : Universitas Padjadjaran

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24198/jpsp.v7i1.44880

Abstract

Pandemi COVID-19 berdampak kepada pelaksanaan pembelajaran di sekolah. Berdasarkan kebijakan pemerintah tentang pelaksanaan pendidikan sekolah dasar hingga perguruan tinggi, perubahan pembelajaran tatap muka di sekolah selama masa pandemi menjadi belajar dari rumah (BDR) diterapkan pada seluruh tingkat pendidikan melalui pembelajaran jarak jauh (PJJ) secara daring. Peserta didik membutuhkan adaptasi untuk melakukan PJJ agar tetap terjaga keterlibatannya selama proses pembelajaran. Keterlibatan belajar peserta didik dalam PJJ, membutuhkan adanya interaksi secara timbal balik antara guru dan peserta didik, yang disebut sebagai agentic engagement. Penelitian ini bertujuan untuk mengetahui pengaruh motivasi intrinsik dan perceived teacher autonomy support yang dipersepsikan peserta didik terhadap agentic engagement dalam PJJ pada masa pandemi COVID-19. Penelitian ini menggunakan pendekatan kuantitatif dengan teknik non-probability sampling. Partisipan penelitian ini adalah sejumlah 333 peserta didik tingkat SMA Negeri kelas XII di Jakarta, Bogor, Depok, Tangerang, dan Bekasi (Jabodetabek). Alat ukur yang digunakan yaitu Agentic Engagement Scale, Questionnaire Motivation Dimension, dan Learning Climate Questionnaire. Analisis regresi berganda dengan menggunakan IBM Statistic Package for Social Science (IBM SPSS Statistic Version 26.0) menunjukkan bahwa agentic engagement dapat diprediksi oleh motivasi intrinsik dan perceived teacher autonomy support sebesar 34.5% (R2 = .345, p < .05). Untuk dapat terlibat secara aktif dan berkontribusi dalam PJJ, peserta didik diharapkan memiliki motivasi yang sifatnya internal dan mempersepsikan adanya dukungan otonomi dari guru dalam belajar.
Penerapan Life-Design Counseling dalam Menangani Kebimbangan Karier pada Dewasa Awal Sekarini Andika Permatasari; Linda Primana
G-Couns: Jurnal Bimbingan dan Konseling Vol. 7 No. 03: Agustus 2023, G-Couns: Jurnal Bimbingan dan Konseling
Publisher : Universitas PGRI Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31316/gcouns.v7i03.4695

Abstract

Kebimbangan karier merupakan masalah yang kerap dialami pada masa perkembangan dewasa awal. Life-design counseling merupakan metode konseling karier yang terbukti efektif untuk membantu individu yang memiliki masalah kebimbangan karier dalam menentukan kariernya. Namun, penerapan life-design counseling di Indonesia masih terbatas, terutama dalam bentuk konseling individual. Penelitian ini bertujuan untuk melihat efektivitas life-design counseling dalam mengurangi tingkat kebimbangan karier dan membantu membuat keputusan karier pada individu dalam masa perkembangan dewasa awal. Penelitian ini menggunakan desain subjek tunggal. Subjek adalah seorang laki-laki berusia 22 tahun yang mengalami kebimbangan karier. Pengumpulan data dilakukan melalui Career Decision Scale untuk mengukur tingkat kebimbangan karier sebelum dan sesudah konseling. Subjek juga diminta menuliskan mission statement dan action plan dalam menentukan keputusan karier. Hasil menunjukkan terdapat penurunan tingkat kebimbangan karier. Lebih lanjut, subjek yakin dalam menentukan kariernya dan membuat perencanaan karier. Dengan demikian, life-design counseling efektif untuk menangani kebimbangan karier pada individu di masa perkembangan dewasa awal. Kata kunci: dewasa awal, kebimbangan karier, konseling karier, life-design counseling
Agentic Engagement Siswa: Tinjauan Literatur Sistematik Muhammad Faiz Makarim; Linda Primana
Psyche 165 Journal Vol. 16 (2023) No. 2
Publisher : Fakultas Psikologi, Universitas Putra Indonesia YPTK Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35134/jpsy165.v16i2.234

Abstract

Engagement is the effort that students make by directly contributing to achieving the goal of learning success. Student engagement is considered a predictor of improved learning performance, academic achievement and socializing quality of learners. Research on engagement in educational contexts has grown in recent years. The concept of engagement that is often used in recent research is student engagement with three aspects, namely, behavior, emotional, and cognitive engagement. Then there are studies that suggest that the theory of engagement so far only sees student behavior as a passive recipient of information from the teacher. Therefore, the concept of engagement is developed by adding one construct, namely, agentic engagement. This construct explains engagement as proactive behavior that arises from students' initiatives that are constructive for the learning environment. This article aims to review: (a) the concept of agentic engagement in current research and (b) factors that influence agentic engagement in the learning context. The method used is a systematic literature review. The results of this review indicate that the construct of agentic engagement is a recent component of student engagement. The conclusions of this systematic literature review are, (a) agentic engagement is an important predictor of learning success, (b) agentic engagement can be influenced by internal and external factors, and (c) the role of teachers in providing autonomy support to students is important to encourage students' motivation to be agentically engaged in learning. The findings of this systematic literature review can be followed up by teachers, schools and parents to design lessons that support students' agentic engagement.
Efektivitas Pelatihan Interaksi Ibu-Anak dalam Meningkatkan Kualitas Interaksi Ibu-Anak dan Compliance Anak Devi Oktari Harvens; Linda Primana; Rini Hildayani
Jurnal Ilmiah Psikologi MIND SET Vol 10 No 02 (2019): Desember
Publisher : Fakultas Psikologi Universitas Pancasila

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35814/mindset.v10i02.1161

Abstract

This study aims to understand the effectiveness of mother-child interaction training in promoting child’s compliance during toddlerhood. Pair of mother and child aged from 14 to 36 months old and live in poor were involved as research subjects. The design of this study is one-group pretest-posttest design. The training was conducted for eight times within 15 days. The data collection was conducted before and after the training by recording activities into video format to be observed later. Mother-child interaction quality is assessed using Parenting Interactions with Children: Checklist of Observation Linked to Outcomes (PICCOLO), whilst compliance is assessed using Child Compliance Coding Manual: “Do” Context. Significance test using Wilcoxon Signed-Rank Test shows that there is a significant improvement in the score of mother-child interaction quality after the training conduct (p < 0,05), whilst child compliance shows improvement after the training conduct although not significantly (p > 0,05). The observation is explained in the results to see the changing of mother’s behaviour during the interaction and child compliance.
PELATIHAN REGULASI EMOSI ANAK USIA PRASEKOLAH (3-4 TAHUN) Christopora Intan Himawan Putri; Linda Primana
Jurnal Pendidikan Anak Vol 6, No 2 (2017): Jurnal Pendidikan Anak
Publisher : Fakultas Ilmu Pendidikan dan Psikologi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpa.v6i2.17706

Abstract

Regulasi emosi berpengaruh pada interaksi sosial serta keberlangsungan kegiatan belajar mengajar di sekolah. Pada anak usia prasekolah kemampuan regulasi emosi sangat dipengaruhi oleh lingkungan sekitarnya, yakni lingkungan rumah dan sekolah. Pelatihan Regulasi Emosi Anak Usia Prasekolah (3-4 tahun) merupakan intervensi yang dilakukan di sekolah dan di rumah dengan melibatkan peranan dari pihak guru dan orangtua. Partisipan (n=9) merupakan anak usia prasekolah (3-4 tahun) yang diberikan intervensi berupa emotion course  dan  shared book reading. Emotion course  merupakan salah satu sesi yang di adaptasi dari program  Emotion-based Preventive Intervention yang  mengajarkan anak untuk belajar dan mempraktikkan akan pengenalan, penamaan, aktivasi, regulasi serta kegunaan  dari emosi. Shared book reading menggunakan buku cerita bergambar dengan tema emosi dasar  yang dibuat dengan memperhatikan teori perkembangan serta kekhasan anak Indonesia usia 3-4 tahun. Penelitian ini telah melalui proses kaji etik dan dinyatakan lulus. Kata kunci: Intervensi kelas, intervensi dini, emotion book, pengaturan emosi dan prasekolah
Meningkatkan kemampuan membaca kalimat pada anak mild intellectual disability dengan pendekatan modifikasi perilaku Nurshadrina, Amanda; Primana, Linda
Procedia : Studi Kasus dan Intervensi Psikologi Vol. 11 No. 4 (2023): Procedia : Studi Kasus dan Intervensi Psikologi
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/procedia.v11i4.28253

Abstract

A school-age child with Mild Intellectual Disability (ID) is categorized as an educable child. Nevertheless, he usually has learning difficulties, especially in reading, which is the foundation for mastering the other subjects. Teachers and parents reported that subjek, a 10 years old boy, had some difficulties in learning that made him left behind compared to his classmates in 4th grade of public elementary school. The data was collected through observation, interview, informal tests, and psychological assessments, such as Colored Progressive Matrices (CPM), Stanford-Binet Intelligence Scale (SBIS), Goodenough-Harris Drawing Test, and American Association on Mental Deficiency Adaptive Behavior Scale (AAMD ABS). The intervention carried out aimed to improve the subject’s ability in reading simple sentences using behavior modification approach. Results of the intervention showed that behavior modification approach, which includes shaping, prompting, modeling, and manipulation antecedents, was effective in increasing the reading ability of a child w mild ID.   Anak usia sekolah dengan Disabilitas Intelektual (ID) Ringan dikategorikan sebagai anak yang dapat dididik. Meski demikian, ia biasanya mengalami kesulitan belajar, terutama dalam membaca yang merupakan landasan penguasaan mata pelajaran lainnya. Guru dan orang tua melaporkan bahwa subjek, seorang anak laki-laki berusia 10 tahun, mengalami kesulitan belajar yang membuatnya tertinggal dibandingkan teman-teman sekelasnya di kelas 4 SD Negeri. Pengumpulan data dilakukan melalui observasi, wawancara, tes informal, dan penilaian psikologis, seperti Colored Progressive Matrices (CPM), Stanford-Binet Intelligence Scale (SBIS), Goodenough-Harris Drawing Test, dan American Association on Mental Deficiency Adaptive Behavior Scale ( AAMD ABS). Intervensi yang dilakukan bertujuan untuk meningkatkan kemampuan subjek dalam membaca kalimat sederhana dengan menggunakan pendekatan modifikasi perilaku. Hasil intervensi menunjukkan bahwa pendekatan modifikasi perilaku yang mencakup anteseden pembentukan, dorongan, pemodelan, dan manipulasi efektif dalam meningkatkan kemampuan membaca anak berkebutuhan khusus ringan.
Maximizing Potential : 5W+1H Reading Comprehension Strategy for Student with Moderate Intellectual Disability Azmi, Hanita Nur; Primana, Linda
Jurnal Paedagogy Vol 11, No 4 (2024): Jurnal Paedagogy (October 2024)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v11i4.12877

Abstract

This study aims to enhance the reading comprehension skills of elementary school students with moderate intellectual disabilities through a single-subject method. In this study, the researchers use the 5W + 1H strategy to help students understand the meaning of the text. The research data was collected using observation guidelines, which then will be analyzed by using pretest-posttest techniques to assess the subject’s reading comprehension skills improvements. Teaching the 5W + 1H principle - which emphasized the question words why and how using visual images and keywords - was found to be effective in enhancing the subject’s reading comprehension. This finding also explained that this method could maximize the potential of students with moderate intellectual disabilities. The instruction on the question words why and how was particularly effective in increasing the subject's understanding of questions as well as leading him to provide correct and contextually appropriate responses. However, using visual images as a learning aid, especially for why and how questions, seemed less effective, as evidenced by the subject's reliance on keywords within the sentence. In the future, this strategy can be employed by educators to enhance reading comprehension skills for students with moderate intellectual disabilities.
The implementation of narrative counseling for reducing final-year students' anxiety Nissa, Fadlun; Primana, Linda
KONSELI: Jurnal Bimbingan dan Konseling (E-Journal) Vol 10 No 2 (2023): KONSELI : Jurnal Bimbingan dan Konseling (E-journal)
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/kons.v10i2.18728

Abstract

Final-year university students face the pressure of completing their theses, planning their careers, and preparing for life after graduation, leading to uncontrollable anxiety. This study aims to examine the effectiveness of applying narrative counseling in reducing anxiety in final-year students. Employing a single-subject design, the research focuses on students experiencing anxiety related to the demands of their final year. Data were collected using Beck’s Anxiety Inventory to measure changes in anxiety levels before and after the counseling process. Counseling effectiveness was also assessed qualitatively based on goal achievement, the subject's reflection on the four counseling stages, and the implementation of anxiety regulation strategies. The study results indicate a reduction in anxiety levels, supported by both Beck’s Anxiety Inventory scores and qualitative data obtained during the narrative counseling process.
Analisis dan Evaluasi Implementasi Program Merdeka Belajar Kampus Merdeka (MBKM) dalam Program Studi Psikologi Hutomo, Bijak Aditia; Primana, Linda
Journal of Instructional and Development Researches Vol. 4 No. 3 (2024): June
Publisher : Yayasan Indonesia Emerging Literacy Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53621/jider.v4i3.321

Abstract

Tujuan dari penelitian ini adalah untuk menganalisis dan mengevaluasi implementasi dari program MBKM dengan konsep-konsep dari kurikulum yang ideal, khususnya pada program studi psikologi. Penelitian ini merupakan penelitian kualitatif dengan pendekatan studi kasus untuk menggali informasi secara mendalam kepada mahasiswa dan dosen pada program studi psikologi yang mengikuti program MBKM. Analisis dan interpretasi data dilakukan melalui tiga tahapan yang terdiri dari tahapan reduksi, interpretasi data, dan penarikan kesimpulan. Hasil dari studi ini menunjukkan bahwa mahasiswa merasa program MBKM merupakan program yang positif dengan berbagai program yang disediakan. Meskipun demikian, program ini juga memiliki dampak negatif seperti tertinggal materi dan kurangnya relevansi dalam penilaian semester. Mahasiswa diharapkan dapat mempertimbangkan dengan baik kekurangan dan kelebihan dari masing-masing program yang ada pada MBKM sebelum mengikuti program mana yang relevan dengan program studi yang sedang dijalankan.
Co-Authors Amalia Novianti Amanda Kristanti Permadi Anggun Vrismaya Annida Anastiani Azmi, Hanita Nur Chairina, Anindita Christopora Intan Himawan Putri Devi Oktari Harvens Devi Oktari Harvens Erreina Saifa Aurelian Fifih Nurafifah Gagan Hartana Hutomo, Bijak Aditia Kandida Dita Kusumadewi Muhammad Faiz Makarim Nida Tsaura Sjariati Nissa, Fadlun Nurshadrina, Amanda Putri, Christopora Intan Himawan Putri, Christopora Intan Himawan Rini Hildayana Rini Hildayani Sekarini Andika Permatasari Sulistami Prihandini Sulistami Prihandini Surayya Sakinah