Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal Jurnal Psikohumanika Psikosains: Jurnal Penelitian dan Pemikiran Psikologi
Wiwik Juwarini Prihastiwi
Unknown Affiliation
Humanities Education Environmental Science Neuroscience Physics Public Health Social Sciences Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
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 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

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.  
Co-Authors Ashfanul Kholiqin Dzulkifli Nasution, Annio Indah Lestari