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All Journal Jurnal Psikohumanika Jurnal Psikologi : Jurnal Ilmiah Fakultas Psikologi Universitas Yudharta Pasuruan Psikosains: Jurnal Penelitian dan Pemikiran Psikologi Psycho Idea JIPP Archetype : Jurnal Ilmiah Psikologi dan Terapan Proceeding International Symposium on Global Education, Psychology, and Cultural Synergy
Prihastiwi, Wiwik Juwarini
Universitas Muhammadiyah Surabaya
Religion Humanities Education Environmental Science Neuroscience Physics Public Health Social Sciences Other

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PERAN SERTIFIKASI GURU, NILAI KERJA DAN IKLIM SEKOLAH PADA KESEJAHTERAAN PROFESIONAL GURU (TEACHER'S PROFESSIONAL WELL BEING) PADA GURU SEKOLAH DASAR Istiqomah Istiqomah; Wiwik Juwarini Prihastiwi
Jurnal Psikohumanika Vol 13 No 1 (2021): Jurnal Psikohumanika
Publisher : Program Studi S1 Psikologi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31001/j.psi.v13i1.1153

Abstract

Abstract Improving the quality of education is carried out by increasing teacher professional well being. This study aims to determine the effect of teacher certification, work values ​​and school climate on teacher professional well being. The sampling technique used was accidental sample. The number of samples in this study were 61 teachers who had and had not received certification. The data analysis technique used multiple regression and t test. The results showed that there was an influence between work value and school climate on teacher professional well being, while perceptions of teacher certification did not have a significant effect. The contribution of the three variables is 69.2% and 30.80% is influenced by other factors. Each - each variable gave an effective contribution of 48.15% while the work value contributed 19.37%. Teacher professional well being, viewed from certified and uncertified teachers, does not show any difference. Teacher professional well being, viewed from the tenure of teachers who have worked for 20 years and less than 20 years, also does not show any difference. Key words: Teacher Certification, Work Value, School Climate, and teacher professional well being
Peran Mediator Self Regulated Learning pada Hubungan Self Direceted Learning Readiness dengan Penyesuaian Akademik Prihastiwi, Wiwik Juwarini; Sari, Anggy Kartika
ILMU PSIKOLOGI Vol 12 No 2 (2025)
Publisher : Fakultas Psikologi Universitas Yudharta Pasuruan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35891/jip.v12i2.6601

Abstract

Perpindahan dari pendidikan sekolah  dasar ke pendidikan sekolah menengah pertama, siswa menghadapi banyak tuntutan baik akademik maupun sosial, maka kemampuan menyesuaikan akademik sangat penting agar mampu mencapai performance akademik yang baik. Penelitian ini bertujuan untuk mengetahui peran mediator self regulated learning pada hubungan self directed learning readiness dengan penyesuaian akademik. Desain penelitian ini adalah kuantitatif dengan variabel bebas self directed learning readiness, variabel mediatornya self regulated learning dan variabel tergantung penyesuaian akademik. Populasi penelitian ini adalah siswa Sekolah Menengah Pertama dan sampel penelitian sebanyak 213 siswa yang terdiri 98 siswa  laki-laki dan 115 siswa perempuan yang diambil dengan teknik stratified random sampling. Data dianalisis  menggunakan analisis statistik jalur (path analysis) dan formula Sobel. Hasil perhitungan statistik menunjukkan ada hubungan langsung yang signifikan self directed learning readiness dengan penyesuaian akademik, self regulated learning dengan penyesuaian akademik, dan self directed learning readiness dengan self regulated learning.  Self regulated learning secara signifikan berperan sebagai mediator secara parsial pada hubungan self directed learning readiness dengan penyesuaian akademik.
Peran Self-Regulated Learning Sebagai Mediator Pada Hubungan Mastery Goal Orientation Dengan Tanggung Jawab Belajar Mahasiswa Di Kota Surabaya Ashfanul Kholiqin; Wiwik Juwarini Prihastiwi; Dzulkifli
PSIKOSAINS (Jurnal Penelitian dan Pemikiran Psikologi) Vol. 21 No. 1 (2026)
Publisher : Universitas Muhammadiyah Gresik

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30587/psikosains.v21i1.11273

Abstract

Background: Learning responsibility is an important personality characteristic for students, as it has an impact on academic achievement. However, in reality, many university students still demonstrate low levels of learning responsibility. Objective: This study aims to examine the effect of mastery goal orientation on learning responsibility through self-regulated learning as a mediator among university students in Surabaya. Method: The participants in this study were 384 university students in Surabaya. Data were collected using Likert-scale instruments measuring mastery goal orientation, self-regulated learning, and learning responsibility. Data were analyzed using path analysis. Results: The results of the path analysis indicated a significant relationship between mastery goal orientation and self-regulated learning (p < 0.05); a significant relationship between mastery goal orientation and learning responsibility (p < 0.05); and a significant relationship between self-regulated learning and learning responsibility (p < 0.05). Hypothesis testing using the Sobel test yielded a calculated t-value of 2.77, which was greater than the critical t-value (2.77 > 1.96) at a significance level of 0.05. Conclusion: Therefore, it can be concluded that self- regulated learning mediates the relationship between mastery goal orientation and learning responsibility.  
PENERAPAN MODEL PEMBELAJARAN KOOPERATIF (COOPERATIVE LEARNING) TIPE JIGSAW UNTUK MENINGKATKAN KETERAMPILAN KOLABORASI (COLLABORATION SKILL) PADA SISWA KELAS XI SMAIT AL USWAH SURABAYA Liona Amalia Dewi Widyandana; Dzulkifli; Wiwik Juwarini Prihastiwi
Archetype : Jurnal Ilmiah Psikologi dan Terapan Vol 7 No 1 (2025): ARCHETYPE
Publisher : Universitas Muhammadiyah Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/arc.v7i1.23898

Abstract

Penelitian ini bertujuan untuk meningkatkan keterampilan kolaborasi untuk siswa kelas XI IPS SMA IT Al Uswah Surabaya pada pelajaran Geografi dengan model pembelajaran kooperatif tipe jigsaw. Jenis penelitian ini adalah penelitian eksperimen One-Group PretestPosttest Design. Subjek penelitian penelitian adalah siswa kelas XI IPS SMA IT Al Uswah yang berjumlah 35 siswa. Analisis data menggunakan uji paired sample t-test. Hasil penelitian ini menunjukkan nilai rata-rata pretes sebesar 9.91 dan nilai postes sebesar 16.34, Uji t menunjukkan nilai t =-16.235 dan p< 0.01 sehingga dapat disimpulan ada pengaruh pembelajaran Kooperatif tipe Jigsaw pada peningkatan ketrampilan kolaborasi siswa yang ditunjukkan adanya peningkatan keterampilan kolaborasi siswa kelas XI IPS SMA IT Al Uswah Surabaya
THE LEARNING RESPONSIBILITIES OF JUNIOR HIGH SCHOOL STUDENTS: THE CORELATION OF DEMOCRATIC PARENTING AND SELF-REGULATION LEARNING Ulaita Aliyatul Himmah; Wiwik Juwarini Prihastiwi
Archetype : Jurnal Ilmiah Psikologi dan Terapan Vol 7 No 1 (2025): ARCHETYPE
Publisher : Universitas Muhammadiyah Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/arc.v7i1.26967

Abstract

This study aims to determine the effect of democratic parenting and self-regulated learning on the learning responsibilities of junior high school students. In addition, it is necessary to know which variables have the greatest influence on learning responsibilities. The sample of this study was 115 junior high school students from various junior high schools in East Java Province. The measuring instrument used to collect data was a scale arranged according to the dimensions of responsible learning behavior, democratic parenting, and self-regulated learning using a Likert scale model. The data analysis method used multiple regression, and the study results showed a significant influence between democratic parenting and self-regulated learning on the learning responsibilities of junior high school students (R = 0.773; p <0.005). The democratic parenting and self-regulated learning variables contributed 59.7% to the variation in the learning responsibility variable. The effective contribution of the self-regulated learning variable (53.49%) was greater than the effective contribution of the parenting variable to learning responsibilities (6.99%). Keywords: responsibility learning, democratic parenting, self-regulation learning. Keywords: learning responsibility, democratic parenting, self-regulated learning.
PERAN SELF REGULATED LEARNING SEBAGAI MEDIATOR PADA HUBUNGAN ANTARA SCHOOL WELL-BEING DENGAN PENYESUAIAN AKADEMIK SISWA SEKOLAH MENENGAH PERTAMA DI SURABAYA Wiwik Juwarini Prihastiwi; Anggy Kartika Sari; Agus Poerwanto
Archetype : Jurnal Ilmiah Psikologi dan Terapan Vol 7 No 2 (2025): ARCHETYPE
Publisher : Universitas Muhammadiyah Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/arc.v7i2.27943

Abstract

Penelitian ini bertujuan untuk mengetahui ada atau tidaknya peran self regulated learning sebagai mediator pada hubungan antara school well being dengan penyesuaian akademik siswa kelas VII. Sampel yang digunakan dalam penelitian ini sebanyak 213 siswa kelas VII SMPN 60 Surabaya dengan menggunakan metode kuantitatif. Metode analisis data menggunakan analisis jalur (path analysis) dan sobel test. Hasil analisis yang diperoleh pada analisis jalur (path analysis) menunjukkan t = 8.214 dan p < 0.05 dapat disimpulkan  ada hubungan langsung yang signifikan school well being  dengan self regulated learning.  Analisis hubungan langsung diperoleh hasil nilai t = 7.811 dan p < 0,05  maka dapat disimpulkan bahwa ada hubungan langsung yang signifikan school well being dengan  penyesuaian akademik. Demikian pulan di peroleh kesimpulan bahwa  ada hubungan langsung yang signifikan self regulated learning  dengan penyesuaian akademik. Model mediasi  dinalisis dengan formula Sobel diperoleh t hitung sebesar 3.910 > 1.96, yang artinya self regulated learning secara signifikan berperan sebagai mediator pada hubungan school well being  dengan penyesuaian akademik.
ADOLESCENT SELF PRESENTATION IN CYBERSPACE Liyuts Bitul Adliyah Tsalitsy; Wiwik Juwarini Prihastiwi
Proceeding International Symposium on Global Educatiorg Psychology, and Cultural Synergy Vol 1 No 1 (2024): PROCEEDING INSPIRE 2024: INTERNATIONAL SYMPOSIUM ON GLOBAL EDUCATION, PSYCHOLOGY,
Publisher : P3I UMSurabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/psychoseries.v1i1.25264

Abstract

This study aims to identify the differences in self presentation between female and male adolescents in the online world. This research employs a quantitative approach with 109 respondents from Surabaya, aged 11 to 21 years, from various educational backgrounds. The instrument used in this study is a self presentation scale designed based on various aspects of the variables being investigated. The data analysis technique used is statistical analysis, specifically manova, using the JASP (Jeffrey's Amazing Statistics Program) software. The results indicate significant differences in the aspects of Ingratiation (t = 1.902, p < 0.05) and Self Promotion (t = 2.381, p < 0.05), with females engaging in both behaviors more frequently than males. However, no significant difference was found in the aspect of Supplication (t = 0.233, p > 0.05) between males and females.
STUDENT ENGAGEMENT IN THE LEARNING PROCESS THROUGH ZOOM Siefanny Puspita Ningrum; Rizqillah Salsabila; Yasyfa Ainan; Wiwik Juwarini Prihastiwi
Proceeding International Symposium on Global Educatiorg Psychology, and Cultural Synergy Vol 1 No 1 (2024): PROCEEDING INSPIRE 2024: INTERNATIONAL SYMPOSIUM ON GLOBAL EDUCATION, PSYCHOLOGY,
Publisher : P3I UMSurabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/psychoseries.v1i1.25268

Abstract

Online learning through Zoom has become a new reality in education. However, the utilization of technology does not necessarily guarantee effective learning. One crucial factor influencing learning effectiveness is student engagement. Therefore, this study aims to analyze student engagement in the learning process using the Zoom platform based on cognitive, behavioral, and emotional dimensions. This research employed a quantitative descriptive approach with 100 respondents who had participated in online learning via Zoom meetings. Of these respondents, 82% were female, and 18% were male. The research findings revealed that: 1) In terms of cognitive engagement in Zoom meetings, 54% of respondents felt uncomfortable asking questions to the instructor, 83% expressed that a lack of direct interaction with the educator hindered their understanding of the material, and 77% experienced difficulty concentrating during Zoom meetings. 2) Regarding behavioral engagement, 73% of participants took part in quizzes conducted during Zoom classes. In terms of punctuality, 73% arrived on time, and 60% actively asked questions and provided comments during Zoom meetings. 3) Concerning emotional engagement in Zoom learning, 66% of respondents felt a disconnect from the instructor and classmates during Zoom-based learning.
SELF-CONCEPT AND WIFE'S ASSERTIVENESS IN DEALING MARITAL CONFLICTS Wiwik Juwarini Prihastiwi
Proceeding International Symposium on Global Educatiorg Psychology, and Cultural Synergy Vol 1 No 1 (2024): PROCEEDING INSPIRE 2024: INTERNATIONAL SYMPOSIUM ON GLOBAL EDUCATION, PSYCHOLOGY,
Publisher : P3I UMSurabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/psychoseries.v1i1.25271

Abstract

The purpose of this study was to determine the role of self-concept, education level, and employment status on women's assertiveness in dealing with marital conflict. The subjects of this study were 101 wives taken using a multistage random sampling technique. The data in this study were taken with a scale arranged based on the Likert model. Hypothesis testing used correlation analysis and t-test. Product moment correlation analysis showed that there was a significant relationship between self-concept and assertiveness and there was a significant relationship between education and assertiveness. The results of other analyses, namely partial correlation analysis, showed that there was a significant relationship between education level and assertiveness by controlling for self- concept (r1.y-2 = 0.242; p = 0.015). The results of the partial correlation analysis showed a significant relationship between self-concept and assertiveness by controlling for education level (r2.y-1 = 0.312; p = 0.002. The results of the t-test showed no difference in wife's assertiveness in terms of employment status (p > 0.01). The contribution of the self-concept variable (8.187%) to assertiveness was higher than education level. (6.870).
A Study on the Interaction of Digital Self-Efficacy and Peer Conformity in the Intention to Use ChatGPT Among High School Students Wiwik Juwarini Prihastiwi; Nur Azlina Amrozi; Dzulkifli
Proceeding International Symposium on Global Educatiorg Psychology, and Cultural Synergy Vol 2 No 1 (2025): Proceeding International Symposium on Global Education, Psychology, and Cultural
Publisher : P3I UMSurabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/psychoseries.v1i1.28675

Abstract

This study aims to examine the relationship between digital self-efficacy and peer conformity with the intention to use ChatGPT among high school students. The research employed a quantitative method using multiple regression analysis. The participants consisted of 299 high school students selected through stratified random sampling. The analysis results revealedthat digital self-efficacy had a direct and significant relationship with the intention to use ChatGPT (t = 5.305; p < 0.001), contributing an effective value of 19.9%. Peer conformity also showed a direct and significant relationship (t = 18.812; p < 0.001) with an effective contribution of 70.6%. Simultaneously, digital self-efficacy and peer conformity were significantlyrelated to the intention to use ChatGPT (F = 279.331; p < 0.001) with an R square value of 65.4%. These findings indicate that among high school students, peer conformity contributes more strongly to the intention to use ChatGPT compared to digital self-efficacy.
Co-Authors Anggy Kartika Sari Ashfanul Kholiqin Azeimul Kubro Belva Nur Nabila Dzulkifli Dzulkifli Dzulkifli Indah Rosidah Lauren David Rangga Wardhana Liona Amalia Dewi Widyandana Liyuts Bitul Adliyah Tsalitsy Maheswari Ayu Pratiwi Nasution, Annio Indah Lestari Naurah Kinantan Abdillah Nur Azlina Amrozi Poerwanto, Agus Rizqillah Salsabila Sari, Anggy Kartika Siefanny Puspita Ningrum Ulaita Aliyatul Himmah Ulaita Aliyatul Himmah Yasyfa Ainan Zahra Agusticia